Gwybodaeth Modiwlau

This module reinforces the University's provision of postgraduate research training in social sciences, by adding to the faculty-level training another layer of research training specific to the multiple subfields of study encompassed by the Department of International Politics (for example, European and Welsh Politics, Intelligence Studies, International History, International Relations, International Relations Theory, Postcolonial Politics, Security Studies, and Strategic Studies).

The module follows the ESRC guidelines, according to which the ['o]utlets are encouraged to be flexible in the way they structure and deliver their research training' and offers subject-specific research methods training to MSc and Research Students in the Department of International Politics that is '[a]s far as possible' made relevant to the student's own research area' [ESRC Guidelines, Section E11, 4.1]

1) Although a few seminars are given by the tutor, who will also lead all discussions and interrogative dialogues that follow student presentations, the module is student-led to a great extent (as explained below).

2) It requires each student to give a full oral presentation and encourages all of them to participate in the Q and A session that follows, thereby enhancing their transferable presentation and oral skills.

3) Through individual presentations, essays and seminar discussions, it deepens the students' understandings of a wide range of epistemological or methodological orientations (critical, hermeneutic, positivist, post-positivist, poststructural, feminist) and methods of data collection and analysis (including quantitative, qualitative, historical, and philosophical) as currently practiced in the subfields of study encompassed by the Department of International Politics.

4) It enables students to progress step by step through three stages of assessment: (a) initial oral presentation with full feedback within a week, (b) a bibliographical essay (which attempts to embed the general literature survey skills in the context of the student¿s own research), and (c) a full-length critical review essay on a book of their choice usually expected to be based on doctoral research in each student's own subfield (which aims to embed the skills of close reading of texts in the context of the student's own research).

5) It offers the students an opportunity to scrutinize concrete examples of how various research methods (which they learn about at the faculty-level research training) work, and learn from good research practices that lead to the publication of research monographs in their subfields.

6) It offers an opportunity to discuss closely any aspects of their research training with the module convenor during her office hours or by appointment, which many students taking this module find invaluable.

Research skills
One of the central aims of this module is to require/enable students to develop the key skills in social science research, i.e., close, critical, engagement with a text - to distil and outline the central features of a text, contextualise the work, evaluate its argument/conclusion, and present the outcome in an essay form. The texts are research monographs (typically based on successful PhD theses), and students can learn from them how to (as well as how not to) do research and present its outcomes. Students are also required to write a brief bibliographical essay and this enhances their literature survey skills.

Problem-solving
Each student is given a problem to solve (or a task to perform), as outlined in the learning outcomes section above, within a given period of time, both orally and in writing. The problem/task, in brief, is to produce a (contextualized and self-reflective) critique of a chosen text, the meaning of which is spelled out in the learning outcomes section above, and is central to any intellectual activity at an advanced level, at which postgraduate students engage in research.

Communication
The presentation of work should reflect effective expression of ideas and good use of language skills in order to ensure clarity, coherence and effective communication.

Information technology
Students are required to submit their work in word-processed format. Also, students will be encouraged to search for sources of information on the web, as well as seeking sources through electronic information sources (such as BIDS and OCLC).

Improving own learning and performances [Not assessed]
The module aims to promote self-management but within a context of assistance from both the teachers and the fellow students alike. Students will be expected to improve their own learning and performance by undertaking their own study and to exercise their own initiative. The need to conduct a seminar presentation and to meet an essay deadline will focus students' attention on the need to manage their time and opportunity resources well.

Team work [Not assessed]
There is no team working involved in this module other than that the students are expected to give presentations within the time limit allocated and take part in the discussion in the class room in a civil and intellectually productive manner.

Personal development and career planning [Not assessed]
The discussions in particular will help to develop students' verbal and presentation skills. Writing essays in time and preparing for an oral presentation will contribute towards their portfolio of transferable skills.