Dear Andy & other list members
A couple of interesting points have been raised about the use of research projects in this recent thread that are in my mind quite intereresting and which relate to the nature of supporting information to facilitate undertaking of projects and their timing.
I suppose the most typical model is to provide some background detail about methods analyses etc at level 2 in order to act as a foundation for their project in thier last year. My experience (with my own programmes and other programmes that I've seen in an external context) tells me that all too often this is too early and doesn't help students all that much when they get to grips with their chosen method/s for their project topic. I've struggled a bit with this one myself as often there is not enough 'space and time' in the final year to undertake any sort of useful modules or other chunks of learning (apart from that which is self-directed and independent in nature) which can underpin their chosen area / topic of study.
David O'Halloron's comments about a change of focus towards evidence based approaches is interesting and doesn't only have relevance to health based programmes. A number of programmes that I've seen recently in my work as an external reviewer have opted for an approach to the process of enquiry that is much broader than the sometimes narrowly defined approaches typically found in 'research methods' modules.
Douglas Carr, Senior Lecturer,
School of Health & Community Studies,
University of Derby
01332 593139 / 01332 254635
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