This module focuses on the development of geographical thought and practice from the institutionalisation of the discipline to the present. In doing so, the module traces the shifting paradigms that have dominated the discipline and examines the multiple approaches now possible within geographical research and the methodologies that underpin them. Focussing on a range of topics, part student selected, the module will explore the diverse ways that geographers working in different paradigms have approached these topics.
Having developed a sound knowledge of geographical research, theory and practice, students will then develop an independent research proposal. In doing so, students will identify a topic of their choice, select a suitable disciplinary perspective from which to examine it and an appropriate method of investigation. Within the first part of the module students will gain a thorough understanding of the nature of geographical research. In the second part of the module, students will apply this knowledge through the development of their own research project. This module builds on research methods developed at level 4 and lays the groundwork for their dissertation at level 6. This module complements GG5001 Advanced Research and Fieldwork Methods where students develop specific research methods and put research into practise in a real world context.
A Personal Tutorial System (PTS) will run in parallel to the taught elements of the module whereby students will integrate and develop their learning from this module to the wider academic and professional/workplace context. The PTS will emphasise key employability skills that will be acquired through the production of the research projects and through their reflection on employability embedded in other level 5 modules.
On successful completion of the module, students will be able to:
Principles of Inclusive Curriculum framework are incorporated through:
Employability skills included in the curriculum include:
This module is delivered through a variety of lectures, seminars and practical sessions. Lectures are designed to introduce students to the key issues covered in this module: philosophies, paradigms and methodologies in geography in TB1, and the principles of research project development in TB2. Seminars are designed to provide students with the opportunity to explore their ideas and receive formative feedback on assessments. Practical sessions will be used to develop proposal writing skills and GIS mapping skills which will feed into a final piece of assessment.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Teaching Block 1 Lectures (2hrs x 11weeks) | 22 |
| Scheduled learning and teaching | Teaching Block 1 Seminars (1hr x 11 weeks) | 11 |
| Scheduled learning and teaching | Teaching Block 1 Tutorials (1h X 2 weeks) | 2 |
| Guided independent study | 227 | |
| Total (number of credits x 10) | 300 | |
Summative assessment is through: a short answer online quiz on the development of geographical thought (30%), an oral presentation on research proposal ideas (35%) and a dissertation proposal (35%). Student knowledge of the development of geographical thought, acquired and assessed in TB1 will feed into student research proposal ideas in TB2. Student proposal ideas assessed in the oral presentation in the first part of TB2 will feed into their final piece of assessment, the dissertation proposal which will be submitted the end of TB2.
A range of formative assessment exercises will be undertaken in seminars and practical sessions. Mock quizzes will prepare students for their first assessment in TB1. Seminar sessions in TB2 will provide students with opportunities to brainstorm research ideas as well as develop appropriate approaches and methodologies. Students will also receive feedback on their dissertation ideas from their second summative piece of assessment, the oral presentation. Students will receive formative feedback on their draft proposals in practical writing sessions.
| Learning Outcome | Assessment Strategy |
|---|---|
| Distinguish between the major paradigms that have dominated geographical thought and the methodologies that underpin them. | In-class quiz |
| Understand the nature of disciplinary change. | In-class quiz |
| Identify suitable approaches and appropriate methodologies for geographical research. | Dissertation proposal presentation |
| Develop an independent research proposal with a clear geographical focus. | Dissertation proposal |
| Appreciate the employability skills that are gained through the research process | Dissertation proposal/ In-class quiz |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Short answer In-class test | Written Exam | 30% |
| Dissertation proposal presentation | Practical Exam | 35% |
| Dissertation proposal | Coursework | 35% |
| Total (to equal 100%) | 100% | |
It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module.
Aitken, S. and Valentine, G. (2006) Approaches to human geography. Sage, London.
Parsons, A. and Knight, P.G. (2015) How to do Your Dissertation in Geography and Related Disciplines Routledge, London.
Peters, K.A. (2016) Your Human Geography Dissertation: Designing, Doing and Delivering, Sage, London.