Kelvin (plus other piggies)
This is something I have some experience with - and I’m happy to share.
At St Andrews we run an interschool social science research training
programme that forms one third of various disciplinary specific MRes
programmes (one third subject specific modules - one third research
dissertation). We set up this programme because of the need to retain
ESRC recognition for 1 plus 3 PhDs - and because, as a small university
- it was inefficient to run research training within each school for
only a handful of students (so we pool this element of the training).
Many of the students are just taking 1 year stand alone MRes degrees
others are 1 +3 Phds. We also get a good crop of non-ESRC funded 1st
year phds who audit the programme (take the classes but don't do the
assessment).
It's taken time (and a lot of effort on my part) to make this programme
successful. But now I think it is. The figures of auditing phds who
choose to attend is a good indication of it's value. Our audit responses
from Mres also indicates that they appreciate the insights and the
interdisciplinary nature of the programme.
We have 4 courses: (1) focused on professional development and thesis
writing (2) one on quantitative methods (3) one on qualitative methods
and (4) one on philosophy and research design. The key is to make
'research training' interesting and vital. This is can be a challenge.
We have made the quants course accessible and hands on. The qualitative
course is very practically orientated - involving interviewing - hands
on archive research - participation and exercises in class. The
professional development class has a practical orientation - both in
terms of 'my dissertation and how to put it together' and in terms of
'how the academy really works and careers in social science beyond the
academy'. The philosophy class (always a tough one) has a field retreat
to Glencoe incorporated into it. This has been a great success - and
becomes 3 days of intense discussion about the fundamental importance of
epistemology and 'how it relates to your dissertation'. It's also very
social.
My plans for the future are to turn the professional development course
into a 'short fat' module that runs over a couple of weekends in St
Andrews itself - a residential field course (with the intensity and
socialising) - without the hassle of organising a residential field
course. Also it will leave the majority of the semester (in time terms)
available for subject specific courses.
You can find further details about the programme at this site:
http://www.st-andrews.ac.uk/~mgk/Kesby_detail/SS5000MResProgramHomePage.htm
To my lasting shame - the programme is not an all singing all dancing
participatory operation. It's rather traditional in fact. We do approach
PAR as part of the qualitative course - but in terms of content rather
than process. The modules are 'participative' in terms of seminar based
- student orientated - involving social elements etc.
Re - evidence based assessment..... Like I said - it was institutional
and external resource pressures that instigated our programme.
'Measurement' has been via student questionnaires - qualitative feedback
and informal comments. But my qualitative assessment is that students do
find the programme very helpful in terms of their academic and social
development.
Hope that's some help.
Mike
Kelvin Mason wrote:
> I wonder if anyone can help. I'm 'tasked with' looking at the benefits
> (or otherwise) of incorporating a 'research training', 'research
> methods' or 'research skills' module (or component anyway) into our MSc
> course delivered through the Centre for Alternative Technology
> (architecture, energy,
> environment)http://gradschool.cat.org.uk/graduateschool
>
>
>
> It seems obvious that Masters students expected to produce ‘a thesis on
> a research topic’ would benefit from research training in methods and/or
> skills. And it's difficult for me to envisage research training without
> including something on epistemology or theories of science/knowledge? At
> present, though, our training is limited to thesis workshops, mainly
> feedback on the topic/research question.
>
>
>
> What I need perhaps is pointing towards some sort of evidence based
> assessment of the benefits (or otherwise) for (a) students and (b) the
> educational institution of incorporating research training. I want to
> consider both UK and overseas students, those going further in academia
> and those pursuing other avenues. I’m also interested in where the
> impetus for research training comes from, in Britain at least.
>
>
>
> Finally, any good textbook recommendations and/or links?
>
>
>
> Many thanks
>
>
>
> Kelvin Mason
>
>
>
>
>
> Dr Kelvin Mason
>
> Distance Learning Tutor
>
> Graduate School of the Environment
>
> Unit 7 Dyfi Eco Parc
>
> Machynlleth
>
> SY20 8AX
>
> [log in to unmask] <mailto:[log in to unmask]>
>
> 01654 703065 ext. 29
>
>
>
> /Centre for Alternative Technology Charity Limited (CAT), Machynlleth,
> Powys, SY20 9AZ, Wales, UK. /
>
> /Centre for Alternative Technology Public Limited Company; a company
> limited by shares. Company no. 1459589, registered in Wales.
> Registered office: Llwyngwern, Machynlleth, Powys, SY20 9AZ. /
>
> /Centre for Alternative Technology Charity Limited; a company limited by
> guarantee. Charity no. 265239; Company no. 1090006, registered in
> Wales. Registered office: Llwyngwern, Machynlleth, Powys, SY20 9AZ/
>
>
>
--
Dr Mike Kesby
Senior Lecturer in Geography
School of Geography & Geosciences
Irvine Building
University of St Andrews
North Street
St Andrews, KY16 9AL
Fife
Scotland, UK
01334 463909 / 463940
The University of St Andrews is a charity registered in Scotland: No
SC013532
|