Postgraduate Research Methods

University of Edinburgh and Edinburgh College of Art Research Methods Course

Course Description

Postgraduate Research Methods [CACE11001]

***This is for reference only – 2011-2012 course dates and times will be changed significantly. Details will be entered soon.***

2010-11 

LECTURE SCHEDULE
Time: Tuesdays 9.30-12.00

LECTURE LOCATION
Room G.21, Paterson’s Land, Holyrood campus [MAP]

URL for this course:
https://ecaace.wordpress.com/introduction/
http://ace.caad.ed.ac.uk/jointgrads/researchmethods/
https://www.myed.ed.ac.uk/ (log in and then click on MyEd, then ‘Studies’ tab. Then click on ‘Launch myWebCT page’ on the top right column of screen.)


20 credits

Graduate School
School of Arts, Culture and Environment (ACE)
College of Humanities and Social Science
The University of Edinburgh (UoE)

Postgraduate School
Edinburgh College of Art (ECA)

Developed with support from the Postgraduate Transferable Skills Unit using Roberts Review funding from the UK Research Councils.

Course Coordinators: Richard Coyne (UoE); Sophia Lycouris (ECA); Katie Overy (UoE); Richard Williams (UoE)

Teaching Staff: Richard Coyne (ACE: Architecture), Katie Overy (ACE: Music), Richard Williams (ACE: History of Art); Sophia Lycouris (ECA)

Course Tutor: Karen Ludke, email: Karen.Ludke@ed.ac.uk (ACE: Music)

Course Description
This course is designed to support postgraduate students in developing their research project and to assist them in defining their mode of enquiry. The course has been constructed to guide students through a range of issues and considerations which should inform their general approach to research. It will give students a general introduction to postgraduate research, its methodologies, its challenges and its organisation, including in creative practice. Students will be introduced to a range of research tools and will be equipped to plan and organise their research, as well as to communicate their findings.

The course will cover:

  1. The practicalities of research, including setting and achieving realistic goals, planning, working in a team, using resources, presentation skills, and meeting institutional requirements and expectations of good practice.
  2. Techniques for advancing knowledge and understanding, such as setting up a programme of reading, literature review, techniques of archival research, interviewing, observation studies, ethnographic research, gathering evidence, quantitative methods, and creative practice and design as research.
  3. Development of a critical framework in which to review research and research methods, taking account of the contested nature of research practice.

The course aims to:

  • Provide an introduction to key aspects of PhD/MPhil/MSc research, including research tools, methods, ethical and legal questions
  • Support students in the development of their research project and approach
  • Encourage students to reflect critically on the processes of research
  • Assist students in the articulation of a critical language appropriate to their research aims and interests
  • Encourage the development of a supportive research environment
  • Enable students to learn from cross-disciplinary communication, which means being familiar with the range of research practices applicable to the sciences, humanities, social sciences, and art and design
  • Provide pointers to further investigation into appropriate research methods

Please note that this course has a strong cross-disciplinary aspect with a view to your long-term career as a researcher beyond even your studies for MPhil/PhD/MSc. Increasingly, university academics, people working in museums, galleries, research institutes and in practice are called upon to contribute to cross-disciplinary research projects and proposals, and to assess projects from other disciplines. This course provides an excellent opportunity to discover what it is like to collaborate at various levels with researchers from disciplines other than your own. Increasingly, disciplines are borrowing from each other’s repertoire of methodologies: e.g., applications to the funding councils requesting support for a bio-science project might ask for input from a historian or artist, and may generate an exhibition as one of its outputs. It is also useful to be clear about the differences between your approach and that of other researchers. In the current research climate there is no standard approach to research in a particular discipline, and there is a constant need for researchers to justify the way they conduct their research. Have a look at the website for the Arts and Humanities Research Council to get a flavour of the push for cross-disciplinary and inter-disciplinary research, and accountability in research methodologies.

Learning Outcomes
On successful completion of the course, students will be able to

  • plan and manage a programme of MPhil/PhD/MSc research
  • make use of and evaluate a variety of research tools and methodologies
  • address issues of copyright, confidentiality, data protection and other ethical issues
  • articulate, reflect on and critically evaluate their chosen subject of research and its methods
  • communicate with colleagues in the same and other disciplines about their research
  • pursue specific research methods in detail

Approach to Learning
Sessions will generally include an overview of the topic followed by group discussions organised according to subject area or methodological preference, and led by experienced researchers in these areas. The syllabus is designed to be relevant to all students taking part. To this end students are expected to attend all sessions and participate in discussions and provide feedback to ensure the relevance of the course content. Web resources will be available for students at UoE and ECA to communicate with one another and with course organisers, and students are encouraged to deploy their own means of communications through social network sites and blogs. Note that the course schedule may be adjusted to reflect student needs and themes that emerge during the semester.

Much of the course focuses on preparation for a conference. Note that one of the funding agencies, the British Academy, recommends that ‘postgraduates and junior postdoctoral researchers receive formal training in how to become a competent (peer) reviewer and the expectations of that role in academic life.’ The conference and abstract reviewing contributes to training in this skill. In past years some students have approached the process of reviewing research that is not in their own subject area with trepidation, only to find that they can make meaningful and helpful comments. We all need to learn to communicate clearly outside our disciplines, and to do so with tact.

Assessment
Assessment will focus on the preparation of a conference paper, with a particular focus on the research methods you will employ or (in conversation with your supervisor) another topic that is more relevant to your current stage in the research process. The one-day student conference will take place on Tuesday 30 November.

Abstract
Students will prepare an abstract of between 300-400 words on a topic primarily pertaining to the research approach or methods you plan to use. Abstracts must be submitted by 12.00 noon on Monday 18 October through upload to WebCT or via email to Karen Ludke (Karen.Ludke@ed.ac.uk). In addition, you should print a cover sheet (PDF) which should list your name, institution and department and bring a hard copy of this cover sheet to class on Tuesday 19 October.

The abstracts will be distributed via email to student colleagues for review and feedback, to be returned to you during class on Tuesday 2 November. The abstracts will also be assessed by the course tutor and one of the course organisers.

Peer Reviews (x2)
Each abstract review should be about 300 words. Your own peer review of colleagues’ abstracts will be assessed. You will provide feedback on 2 abstracts, and receive 2 abstract reviews in return.

Students should submit a hard copy of each abstract review to the course tutor at the start of class on Tuesday 2 November, with one copy for each abstract author (on separate sheets) headed with their respective abstract titles but NOT your name. Students should also upload their two abstract reviews to WebCT by 17.00 pm on Tuesday 2 November (for marking).

Essay
You will submit a 3,000-word written essay after the conference. The final essay is due on Wednesday 12 January 2011 by 17.00 pm. The essay should be uploaded to WebCT and one printed copy with a cover sheet (PDF) should be submitted to the drop boxes by the ACE Graduate School Office, ground floor, Alison House. [MAP]

Students are encouraged to lead in the organisation of the conference, and there will be opportunities to discuss criteria for review, appropriate format, organisation, publicity and dissemination during class sessions.

Marks: Abstract 15%; peer review 15%; final essay 70%

Criteria for assessment
(Note that these criteria apply primarily to the course organisers’ assessment of your work. You may use other criteria when reviewing each other’s work – to be discussed in class.)

Abstract

  • How clearly the abstract communicates and argues for the choice of research methods you plan to use, which will be the content of the final paper, to a research audience with only general knowledge of your field
  • Clear presentation of an argument, proposition, thesis, hypothesis, or creative intention related to the research methods you have chosen, relative to your stage in the research
  • Evidence of understanding of the research area
  • Evidence of critical inquiry relating to the research approach you have chosen
  • Clarity in structure
  • Clarity of expression

Abstract Reviews (x2)

  • The extent to which you show evidence of grappling with the subject matter of each abstract, particularly as it relates to the research approach and methods chosen
  • Clarity and helpfulness of your comments and constructive criticism

Essay

  • How clearly the paper communicates and argues for the choice of research methods you plan to use, to an audience with a general knowledge of research methods
  • Clear presentation of an argument, proposition, thesis, hypothesis, or creative intention related to the research methods you have chosen, relative to your stage in the research
  • Evidence of understanding of issues in your area, relative to your stage in the research
  • Evidence of critical inquiry relating to the research approach you have chosen
  • Clarity in structure
  • Clarity of expression

SESSION 1 – Tuesday 21 September: Introduction to postgraduate research and the research methods course

Introduction to the teaching team and class members (40 mins) [Richard Coyne, Sophia Lycouris, Richard Williams, Katie Overy, and Karen Ludke]

  • Presentation and discussion on the nature of PhD, MPhil, MScRes research
  • Resources about research methods
  • Preview of course and explanation of assessment structure
  • Summary of course development
  • Pre-session questionnaire and quick introduction to WebCT [Karen Ludke]

10.10-10.30 coffee break (20 mins)

Introduction to Transkills and Speed Collaboration activity

Research draws substantially on teamwork and participation in research communities. The success of this course also depends on lively discussion and group working. This first session focuses on team formation, group dynamics, and interpersonal communication, advanced through a group activity. [Keith Morgan (Transkills)] (90 mins)

SESSION 2 – Tuesday 28 September: Designing a Successful Research Project: Strategies, goals and planning

Presentation on designing a research project, identifying a research topic, narrowing your research question, and formulating/refining a proposal. Includes examples. [Sophia Lycouris] (30 mins)

Project Planning [Keith Morgan, Transkills] (60 mins)

  • Practical example of taking a research proposal and outline and formulating a plan
  • Incorporating reviews and research goals into the plan
  • Using project planning tools (notional Gantt charts, critical path analysis, etc.)

Interactive session involving whole group [Keith Morgan, Transkills]

11.00-11.20 coffee break (20 mins)

Work on individual project plans in cognate clusters [Richard Coyne, Sophia Lycouris, Richard Williams, Katie Overy] (40 mins)

SESSION 3 – Tuesday 5 October: Reading Strategies and Context Review

This session covers how to use books and articles as information sources, catalysts for new research, authorisation, gathering evidence, participating in a research community, and becoming an expert in your field. [Sophia Lycouris and Richard Coyne] (60 mins)

  • How to identify canonic texts, skim read, use digital resources, abstracts, summaries and reviews
  • Strategies for close reading and understanding difficult material
  • How to deal with a paucity or excess of resources, poorly-defined disciplinary boundaries and cross-disciplinarity
  • Knowing what not to read
  • Designing a context review with purpose
  • Sources of information for researchers
  • Keeping records of your reading
  • Accessing and integrating sound and image resources
  • Bibliographies

10.30-10.50 coffee break (20 mins)

Electronic information and research resources – general advice, general sources/tools, and specialist databases. (30 mins) [Christine Love-Rodgers]

Use of bibliographic referencing systems, e.g. EndNote (20 mins) [Richard Coyne]

Small-group breakout debriefing discussions in cognate clusters (20 mins)

SESSION 4 – Tuesday 12 October: Applying Theories of Knowledge and Evidence

This session canvases theories and controversies pertaining to knowledge, understanding, and interpretation with reference to the work of Popper, Kuhn, Lakatos, Feyerabend, Wynch and Gadamer. It reviews different research techniques and their implications as a means of developing knowledge and understanding: archival research, literature search, comparative study, experimentation, empirical observation and analysis, quantitative method, prototyping, proof of concept, action research, creative practice, case studies, surveys, interviews, focus groups, field work, ethnographic studies. The case is made for an understanding that positions the researcher within this spectrum, to facilitate cross-disciplinary communication, learning from the similarities and differences between these approaches, and even appropriating techniques alien to the researcher’s discipline. In the class we also consider the nature of evidence and disciplinary authority structures. [Richard Coyne] (60 mins)

10.30 – 10.50 coffee break (20 mins)

Panel discussion: Primary Source Evidence

Researchers: Tom Tolley (ACE: History of Art), Annette Davison (ACE: Music), Miles Glendinning (ECA: Architecture) [Chair: Richard Coyne] (40 mins)

Small-group breakout discussions in cognate clusters (30 mins)

Reminder: Abstracts due Monday 18 October at 12.00 noon (upload to WebCT or send via email to Karen.Ludke@ed.ac.uk). A printed cover sheet (PDF) should be submitted via email or brought to class on Tuesday 19 October.

SESSION 5 – Tuesday 19 October: Good Practice and Ethics in Research

Introduction on research ethos and ethics, ethics as a rule-based and situated practice. [Richard Coyne] (30 mins)

Work in small groups on case studies and issues on themes of intellectual property, plagiarism, credit for work done, ethics of image manipulation, working with human subjects, IP policies, informed consent, data protection, public accountability, uses of the Internet, student supervisor relationship, costs of research, use of minor evidence, moonlighting, work ethos and ethics (20 mins)

Report back to whole group to review general issues. (30 mins)

10.50-11.10 coffee break (20 mins)

Discuss reviewing of abstracts as whole group (10 mins)

Conference Planning (40 mins) [Katie Overy, Richard Coyne, and Karen Ludke]

SESSION 6 – Tuesday 26 October: Creative Practice, Images, Artefacts and Sounds

The UoE awards PhDs in Musical Composition, and ECA and UoE both award postgraduate degrees that have a substantial creative component: e.g., the production of a portfolio of art works accompanied by written theoretical development and critique. Both institutions also have postgraduate degrees that involve the presentation of intellectual propositions to be evaluated and refined through prototypes and artefacts. This session canvases issues of: action theory; the portfolio, exhibition, installation and curating as modes of authorship; the interpretation and evaluation of composition and performance; the design prototype as a mode of research; concepts of intellectual property, with provision for extra-curricula sessions depending on need.

Panel discussion: Creative practice and research as creation

Researchers: Martin Parker (Sound Design), Richard Williams (History of Art), Sophia Lycouris (ECA) [Chair: Karen Ludke] (80 mins)

10.55 – 11.15 coffee break (20 mins)

Discussion in small groups (15 mins)

Conference planning session: Choose tasks [Katie Overy] (30 min)

Reminder: Abstract reviews due next Tuesday 2 November. Bring one hard copy of each review (without your name) and give them to Karen Ludke at the start of class. Also bring a printed cover sheet (PDF) for the assignment.

SESSION 7 – Tuesday 2 November: Managing Your Research

Submit abstract reviews to Karen Ludke at the start of class.

This session covers Time Management and Personal Effectiveness, with interactive activities to look at individual preferences and strategies. [Sophia Lycouris, with Richard Coyne] (90 mins)

  • Planning
  • Contingency and risk management
  • Scenario building as a means to building confidence in a research programme
  • Balancing research with other commitments: teaching, conferences, publications, performance

11.00 – 11.20 coffee break (20 mins)

Discussion in small groups (10 mins)

Planning for the end of semester conference (30 mins) [Katie Overy]

SESSION 8 – Tuesday 9 November: Making an Impact with Your PhD

Effective Presentations [Anna Tinline (Transkills) and staff] (130 mins)

  • Knowing your audience, hooking and keeping an audience
  • Structuring a presentation
  • Using digital presentations
  • Handling nerves
  • Handling contingencies
  • Getting feedback

Welcome and introduction to session (10 mins)
What makes an effective presentation? Interactive session. (30 mins)
Creative introductions (50 mins)
Handling nerves (30 mins)
Final summary (10 mins)
Conference planning session (20 mins)

SESSION 9 – Tuesday 16 November: Qualitative, Quantitative and Mixed Research Methods

Review of approaches to ethnographic research, including interview techniques, methods for participatory research, approaches to writing up, and the issues these methods entail in terms of legitimacy, authority and literary treatment. [Richard Coyne] (50 mins)

10.20 – 10.45 coffee break (25 mins)

Discussion of the exercise (15 mins)

Quantitative methods. Every researcher has to deal with numbers at some stage, even if only to review and position the work of others that has a quantitative component. This lecture introduces the theme of statistical analysis, from the point of view of assessing what weight can be placed on statistical and numerical evidence and analysis. The lecture covers concepts of sampling, reliability, causality, correlation, statistical significance, distributions, and discursive techniques for incorporating, justifying, and moderating statistical evidence for and against a case. [Katie Overy] (40 mins)

Conference planning session (20 mins)

SESSION 10 – Tuesday 23 November: Publishing Your Research

Introduced by: Sophia Lycouris

Publication outlets; conferences, journals and books; the publishing business; submitting a proposal for a book; musical scores, catalogues, designs, sound files, websites, computer programs, exhibitions, installations, performances and videos as publications [Richard Williams] (60 mins)

10.30 – 10.50 coffee break (20 mins)
Completion of feedback questionnaires (20 mins)

Conference planning session (50 mins)

SESSION 11 – Tuesday 30 November: Conference

Written by ecaace

September 11, 2010 at 5:15 pm