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Postgraduate research
training manual
2014/2015
Page 1
Contents Page
Message from the Vice-Chancellor | P3
Rediscover Your Skills | P4
Registering for the PGTS | P6
Using the GVRE | P7
Keeping a Record of your Progress | P8
Researcher Development Framework | P9
Support for Research Students | P10
Regulations and Guidance | P13
General Arrangements | P14
Faculty of Arts and Social Sciences
P56
English | P57
School of Languages, Linguistics and
Cultures | P66
English as a Foreign Language | P73
Music | P78
History | P79
Philosophy | 90
Social Sciences | P91
Your Individual Programme | P15
Faculty of Health and Social Care
P106
Awards | P17
Faculty of Science and Engineering
P109
Restrictions and Equivalences | P19
Computer Science | P111
Assessment | P21
Psychology | P113
Operation | P16
Exemptions for University Teaching | P19
Training Elsewhere | P20
Provisions for Part-time, Distance Taught
and Off Campus Students | P22
Summary of Responsibilities | P23
Reflective Account-Guidelines | P27
Module Catalogue | P29
University Level Modules (05) | P29
Presentation Modules | P42
Easter School | P48
Summer School | P51
Engineering | P111
Biological Sciences | P116
Chemistry | P120
Geography, Environment and Earth
Sciences | P131
Physics | P136
The Business School | P138
Faculty of Education | P150
Centre of Environmental and Marine
Sciences | P162
Alphabetical List of Modules | P165
Page 2
The University of Hull has a long and proud tradition of
research excellence, not only with regard to our research
outputs but also with regard to the quality of researchers
that the University produces. The University recognises
the importance of providing appropriate training and guidance
to researchers and is committed to providing for that need. The
training scheme described in this booklet aims to facilitate your
research, and to encourage your personal and professional
development in joining the worldwide community of scholarly
researchers.
The Postgraduate Research Training Scheme covers all
students undertaking PhD, MPhil or Masters-by-research
programmes of the University of Hull. This booklet provides the
essential material to explain the scope and organisation of the
scheme. Each student will plan an individual programme within
the scope of the scheme and any general or departmental
requirements. The latter part of the booklet lists some of the
modules available at the University in the 2014/15 session, but
it is not an exhaustive or exclusive list. The watchwords of this
scheme are flexibility and relevance.
I trust that you will make full use of the excellent facilities and
opportunities to ensure that your study is rewarding and
enjoyable, that your research is fruitful and that, as an
individual, you will engage fully in both the intellectual and
social life of our community.
Professor Calie Pistorius
Vice-Chancellor
Page 3
Rediscover your skills
You will have come to the University of Hull with your own set of
experiences and skills, some of which may come from previous education,
others from employment and recreational activities.
Unlike on a taught degree, you have the opportunity to define your own
training on a research degree, with the guidance of your supervisor. To do
this you need to rediscover the skills you already possess and those
which you need to develop to support both your immediate research
project and future career.
The Post Graduate Training Scheme (PGTS) is the means by which the
University of Hull recognises your achievement in demonstrating skills that
are relevant to you. The certificate or diploma that you receive is a
genuine academic qualification in research skills that you can show to
employers in addition to your research degree.
Whatever experience you bring to your research degree, you will be
undertaking it for a specific reason, be it for further study, career
progression, or personal interest. However one thing all students have in
common is that this degree will mark a transition in your life and you
should take advantage of the opportunity to enhance existing skills and
acquire and demonstrate new skills. This will be particularly relevant if you
are undertaking this degree to build your career. But for all students the
PGTS offers the training required to ensure you successfully complete
your degree on time.
If you have just started, or are about to start your research degree you
probably have an understanding of some of the skills you will need to
support your study. For example, you might have experience in research
methods from a dissertation project, but may not yet be able to see how
these skills will feed into your final thesis or future career. You may even
find it hard to phrase the kinds of question you need to ask your
supervisor to discuss your training needs confidently.
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To help guide students, supervisors and Universities, Vitae (the
organisation that supports the career development of academic
researchers, especially postgraduates) devised the Researcher
Development Framework (RDF). This is essentially a wheel-shaped
self-development tool which maps out four skills domains valuable to
researchers. You can see the Wheel on Page 9. Once you have studied
the different domains and their sub-sections, you may find that you can already provide evidence that you have demonstrated some of the skills,
while others may be completely new to you, or you may be
uncertain about how your skills might transfer to this new situation.
To enable you to explore these skills we have developed the Graduate
Virtual Research Environment (GVRE). The GVRE is a website
containing a collection of short video clips, where staff and students at the
University discuss their understanding of the skills that every researcher
needs. Some are personal reflections on completing an activity, others are
tips extracted from longer talks about how to tackle some of the particular
requirements of a typical research degree. You can access the GVRE
from eBridge: ebridge.hull.ac.uk/portal/site/330_gvre/. The videos on
the GVRE should help you to identify the most appropriate modules for
you to take as part of your customised PGTS.
If you are studying part time or away from the Hull campus you will face
some particular challenges in ensuring you complete your PhD and
PGTS. We hope that the GVRE will be particularly relevant to your
research and provide a link to some of the activities that are happening on
campus and the benefits of sharing experiences with other researchers.
To help you complete the PGTS efficiently a number of the training
modules are available either as online options or as part of intensive
Summer and Easter Schools.
Page 5
Whatever your experiences either before or during your studies we hope
you will be willing to share them with other researchers at the University,
both students and staff. You might do this by contributing to departmental
seminars, organising university wide activities or agreeing to be
interviewed for the GVRE, but however you contribute the researchers at
the University of Hull will value your input. We encourage you not just to
produce successful research, but to share with us your research
experiences, methods and perhaps mistakes, because we all make them!
Rediscover your skills, share them with other researchers and join in our
success.
Registering for the PGTS – The PhD Training Cycle
Register for your degree
(PhD, MPhil or Masters)
Meet with your supervisor regularly
(At least 12 times per year if full
time, 6 times per year if part time)
to discuss progress
Assess progress annually. By the
end of the first year, you will need
to produce a progress report. Your
department will also require a
further repoort by the end of year
2. For a PhD, by the end of year
3, you should be ready to submit.
Make an honest assessment of your current
skills and the skills you will need to complete
your degree and/or secure your desired
employment using tools like the Vitae
Researcher Development Framework
Meet with your supervisor to discuss your skills
and develop a Personal Development PLan
(PDP) and to select appropriate modules to
take as part of your PGTS for the coming year
Register your modules choices using the
PGTS Registration Form and send it or
bring it into the Graduate School
Contact the relevant module providers to
confirm your place and get timetable information etc.
When module complete, submit a Module
Outcome Reporting Form (“Green Form”)
to the Graduate School.
Complete your PGTS requirement
PhD - 60 Credits
MPhil - 40 Credits
Masters - 20 Crtedits
Submit your thesis
Page 6
Using the Graduate Virtual Research Environment (GVRE)
Soon after you have registered for your degree and have received a
university computer account you will be able to access the GVRE. The
GVRE enables you to explore these skills by viewing video reflections
from staff and students from the University. This unique resource gives
you an insight into what activities might use and demonstrate the skill,
and how that may enable you to complete your research. You will find the
GVRE on eBridge at ebridge.hull.ac.uk.
Performing a training needs analysis
You need to identify which of the skills that you need to complete your
research you have already mastered and which you will need to refine
based on your current understanding of your research.
Remember that whilst you may have demonstrated that you could apply
this skill before, there may be an increase in complexity, for example
whilst you produced a dissertation in a previous degree you are likely to
be producing a much more complex thesis in this degree. As a result,
over the course of your research you are likely to find that your
understanding of the skills and your need for them changes. So you will
need to repeat this process to monitor your needs over time and adjust
your plans.
There are many ways of carrying out this analysis. If you are comfortable
using the Vitae Researcher Development Framework with its four skills
domains and radiating descriptors see p. 8 you can start there. It would
be sensible to work through this with your supervisor, recording how you
have already demonstrated this skill and how you plan to improve it if
required (by taking a module for example). If you need a little more help in
interpreting them you may find the guide at
http://www.vitae.ac.uk/researchers/428241/Researcher-Development-Framework.html
useful. If you prefer something a little more interactive, there is a card
sorting activity on the Graduate School website.
This has each of the skills displayed on a card; you can then sort them
into stacks representing the order in which you feel the need to gain
them. On the GVRE there is an enhanced version of the same activity
where you can inspect the cards to get more information about the skill
and access the video reflections. You can also select three skills to focus
your improvements on, make notes about past activities where you have
demonstrated that skill, potential opportunities to improve the skill and
save your progress.
Page 7
When you have completed the analysis to your satisfaction make a copy
and take it to your supervisor, to whom you should be able to explain your
reasoning. They may support the analysis and endorse your choices, or
they may offer further advice based on their experience. If you feel their
advice is not in your best interest you can approach your faculty
Graduate Research Director for further advice or contact the Graduate
School. Once you have your supervisors’ approval, register for the PGTS
and complete your selected modules.
Keeping a record of your progress
You will find invaluable a record of activities you have completed that
demonstrated skills gained when you come to apply for a future job.
Therefore remember to update your personal record both during
modules and in other activities associated with your research. For
example a module may teach you how to maintain a bibliographic
database in Endnote, but you will only have demonstrated that you know
how to do this when you have created one to support your research. The
GVRE can help you do this, or you could use the table here, or a record
elsewhere.
Page 8
“The Framework is designed for:
•
Researchers to evaluate and plan their professional development
•
Trainers, developers, human resources specialists and careers advisors in
the planning and provision of support for researchers’ development”
•
Managers and supervisors of researchers in their role supporting the
development of researchers
(Vitae)
http://www.vitae.ac.uk/CMS/files/upload/Vitae-Researcher-Development-Framework.pdf
Page 9
Support for Research Students
Local: The Careers Service
At the Careers Service you can look up the latest information on jobs,
further study options, find suitable graduate job and internship
opportunities. Careers advisors offer impartial advice and confidential
guidance tailored to your needs. They will also give feedback on your CV
and job applications, as well as the chance to practise your interview
technique.
Don't leave it too late to start thinking about your future career and to start
applying for jobs. The start of your final year should be the latest that you
make contact with the careers service and start to explore your options on
finishing your course. www.hull.ac.uk/student/careers
Local: Disability Services
The Disability Services team at the University of Hull is here to help you
make the most of your time at university. We support students with a
range of disabilities, from Dyslexia, Asperger’s Syndrome and other
Specific Learning Disabilities, to physical disabilities, unseen disabilities
and debilitating medical conditions. www.hull.ac.uk/student/disability
Local: Graduate School
The Graduate School Office handles all of your central administration
needs such as CAS number requests, status letters, student cards, thesis
submissions etc. If there is a problem with your degree that your
department can’t resolve the office will be able to advise on what action
you need to take. The building provides a number of facilities that you can
make use of:
• 60 open-access, fully networked computers, with printing facilities
• WiFi facilities and designated laptop work areas
• A quiet, study/work area
• A common room with vending machines and microwave oven
• Lockers for storage of personal effects
• A seminar room, available for booking through the Graduate School
office
www.hull.ac.uk/student/graduateschool
Page 10
Local: The Graduate Virtual Research Environment
Available online 24x7 the Graduate Virtual Research Environment
(GVRE) is an eLearning website where you can explore and learn about
relevant skills for researchers. Whilst the use of the GVRE is optional we
believe it complements the face to face provision in the University to
provide support to you at the time when you are ready for it. You can
explore the video reflections the site contains at your own pace, and even
download some to a portable player to view when you are not online.
ebridge.hull.ac.uk/portal
Local: The Language Institute
The Language Institute provides support and learning activities to help
members of the university develop their language skills. The Language
Learning Advisers guide students towards suitable resources to match
their needs. In addition, they manage the Tandem learning scheme which
teams non-native students with a native speaker who is studying the
foreigner’s native language for mutual advantage.
If English is not your first language then you may benefit from additional
support. You will find it useful to discuss your requirements with your
Supervisor. The Language Institute within the University offers numerous
English language programmes and training courses. You are advised to
contact them as soon as possible to find out how they can help you with
developing your language skills. http://www2.hull.ac.uk/FASS/
Local: Student Counselling
Counselling provides a safe place, separate from your daily life, where
you can explore issues or feelings which are causing you difficulty. The
counsellor will aim to relate to you in a supportive and purposeful
manner and assist you in the task of finding your own way forward. Your
use of counselling remains confidential to the service within the limits
agreed with your counsellor. Counselling for students is free and provided
by professional, trained, qualified counsellors.
www.hull.ac.uk/student/counselling
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Local: Skills Team
The Skills Team is here to offer a range of generic advice, guidance and
support at every level of study, full or part-time, in Hull and Scarborough,
on all aspects of academic writing, study skills, mathematics/numeracy
and statistics. Online self help resources are provided and specialised
workshops and personal appointments are bookable via our website.
http://libguides.hull.ac.uk/skills
National: GRADBritain
GRADBritain is a magazine written by and for postgraduate researchers
(PGRs) in the United Kingdom. It is published once per academic term
(three times per year) and contains articles written by PGRs of all ages
and backgrounds from a variety of disciplines in the sciences, arts and
humanities.
GRADBritain provides a platform for PGRs throughout the country to
share experiences, advice, and ask questions in order to improve the
experience of their PhD. On occasion, it may even make you laugh.
www.vitae.ac.uk/researchers
National: Vitae
Vitae is a national organisation championing the personal, professional
and career development of doctoral researchers and research staff in
higher education institutions and research institutes. Vitae provide
information and guidance on many aspects of your doctorate, including
planning, self-development, supervision, raising your profile, completing
your doctorate and planning your career.
www.vitae.ac.uk/researchers
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Regulations and guidance
Page 13
General Arrangements
The overall scheme of training is overseen by the Graduate School.
The Graduate Research Directors have responsibility for ensuring that
students within their areas are offered an appropriate level and range of
modules. The seven directors share responsibilities within their respective
faculties.
Faculty of Arts & Social Sciences
Dr Julian Haseldine Tel. 5600
[email protected]
Faculty of Arts & Social Sciences
Prof. Monica Magadi Tel. 2032
[email protected]
Business School
Dr Mark Rhodes Tel. 3316
[email protected]
Faculty of Science and Engineering
Prof. David Atkinson Tel. 5352
[email protected]
Faculty of Science and Engineering
Dr Grazia Francesconi Tel. 5409
[email protected]
School of Biological, Biomedical and Environmental Sciences (SoBBES)
Dr Lynn Cawkwell Tel. 461850
[email protected]
Health and Social Care
Dr Fiona Cowdell Tel. 3362
[email protected]
Faculty of Education
Dr Catherine Montgomery Tel. 6187
[email protected]
Each department also has its own Graduate Study Officer, listed within
each faculty’s section.
Page 14
Each research student is allocated a main supervisor and supporting
supervisor(s). The Hull training scheme is flexible and requires you to
plan, with the advice of your supervisor and the relevant Director(s),
elements appropriate to your circumstances and field of study. You must
discuss your individual training programme with your supervisor(s) and
update your plan as the research progresses annually. This will constitute
a formal training needs analysis.
Your Individual Programme
The primary responsibility for successful completion of your research
training programme lies with you, the individual student. This is in keeping
with the expectation that a university- trained researcher should take
control of his or her own work, and you will have opportunities to
contribute to the development of the scheme by giving feedback as an
active participant. Your responsibilities include ensuring that the training is
relevant to your research and a productive use of time. This involves a
commitment to ‘active learning’ that assimilates and uses knowledge, and
to choosing appropriate modules. Some combinations of modules are
explicitly disallowed because of the amount of overlap, and some
modules may become relevant only as the research progresses. You
need to plan and periodically review your training programme in order to
pace your workload and to complete assessments on time. The essence
of the Hull PGTS is to require that all research students include training
and development in their research programme, without imposing a
specific content.
Most students will need to take University-provided or general modules as
an induction into the practices of research. Your supervisor may then
recommend certain specialised modules to supplement the knowledge
gained during your first degree. You are also encouraged to consider
modules from outside your subject area; interacting with postgraduates in
other areas and experiencing other forms of learning offer valuable
experiences. Overall, however, individual programmes should be flexible
and thus allow for each student’s background and needs.
Page 15
Part-time and distance students may need to be creative in finding
training opportunities that are accessible. An annual Easter School and
Summer School are put on specifically for part-time students.
There are no general restrictions on when you may take a particular
module during your period of study. In some cases, the availability of
places on a module will dictate the semester in which you can take it.
However, certain modules should be taken early in the degree; for
example, safety training for laboratory scientists. Other modules, such as
writing a research paper, fit more naturally toward the end of the period.
Credits can be obtained during the whole research period, but it is in
your interest to ensure that most are acquired at the beginning of the
degree rather than towards the end.
Note that you are required to complete your individual training
programme before you can be permitted to submit your dissertation or
thesis for examination.
Operation
The Training Scheme includes all the modules listed in this catalogue,
and equivalent training from any other appropriate source. The list of
modules in this booklet is therefore not exhaustive or exclusive. You
should look for any source of training that is relevant to your research.
When you choose a module, it is important to liaise with the module
coordinator to confirm that a place is available. The Postgraduate
Training Scheme is registered on the central academic information
system (AIS) as a separate part-time programme of study (POS) from
your research degree. The Graduate School administers this POS, so
you, the student, will need to inform the Graduate School of the modules
you are taking.
Successful completion of each assessed module carries a credit value.
Modules are variously provided at University level through the Graduate
School, or through the teaching departments. Modules may be taken
from taught postgraduate programmes (MA, LLM, MSc, etc.) and,
subject to certain restrictions, from Level 6 undergraduates or University
Foundation Award (UFA) programmes. Credits may also be gained
through work, such as giving a seminar presentation or having a
research paper published.
Page 16
The common requirement in every case is that work for which credits
are sought must be assessed – attendance on a course is not sufficient.
Credits are entered on the Academic Information System by the department (or School, Institute, etc) that runs the module, or by the Graduate
School for University level modules (module number
begins with ‘05’).
The minimum number of credits required depends upon the research
qualification you are studying for. These are as follows: Masters by
Thesis – 20 credits, MPhil – 40 credits, PhD – 60 credits. As a general
rule, it is suggested that each credit will require ten hours of personal
study. Provided that your supervisor agrees that the work is appropriate,
you are encouraged to take further modules in any areas that might be
useful during the course of your research.
Awards
The University of Hull offers two levels of award to students who
complete set numbers of credits (excluding exemptions) under the
PGTS: the Postgraduate Certificate in Research Training is awarded to
students who complete a total of 60 credits and the Postgraduate
Diploma in Research Training to those who complete a total of 120
credits. However, any training above the required minimum of credits for
your degree must be agreed beforehand with your supervisors in order
to maintain a proper balance of activities.
Students who complete 60 credits receive a Postgraduate Certificate in
Research Training and may use the letters PGCert after their name.
Students who complete 120 credits receive a Postgraduate Diploma in
Research Training and may use the letters PGDip after their name.
All students will be given a written transcript listing their training
modules completed. Students who are not required to complete the
number of credits required for the Certificate should discuss with their
supervisor(s) whether acquisition of the Certificate would be of benefit.
Most research-led UK Universities have adopted similar training
schemes, so a certificated qualification in postgraduate research
training is likely to enhance your career prospects.
Page 17
In some very exceptional circumstances it may be possible to allow a
reduction in credit requirements on the basis of previous research
training or experience. Such claims are considered only if the prior
training/experience was at postgraduate level or in a context that
supported reflective learning and documentation must be provided to
support this. The training/experience should broadly equate to a module
or modules currently on offer within the PGTS.
The PGTS is a Personal Development activity and is designed to work
in conjunction with a Training Needs Analysis (TNA) and a Personal
Development Plan. It acknowledges that some students start with more
experience than others but recognises that all students have some
areas for development. Exemptions recognise previous training and are
therefore not considered to be personal development - they work
counter to the purposes of the PGTS. Exemptions also do not count
towards the awards of Certificate or Diploma, placing students with
exemptions at a disadvantage to those who gain the full credit
requirement. Because of these reasons, requests for exemption are
approved only in exceptional circumstances and where there is a clear
benefit to the student.
Credit exemptions from PGTS are granted by the Research Degrees
Committee (RDC). Students granted such exemptions may not later
take further modules that substantially replicate the same material. The
maximum number of credits that can be exempted in total is 40 credits
for PhD students, 20 credits from MPhil students and 10 credits for
Masters by Thesis students. Further information is available from the
Graduate School.
The maximum number of exemptions/APL that can be claimed is as
follows:
PhD students – 40 Credits
MPhil students – 20 Credits
Masters students – 10 Credits
All requests for exemptions should be made on the GS-E form and
should clearly show which of the skills in the Researcher Development
Framework were acquired or developed through the training/experience
in question.
Page 18
Please note that exemptions are not given purely on the basis of
students holding masters degrees.
Exemptions for University Teaching
Graduate Teaching Assistants may apply for exemption from up to 15
credits of research training for each semester in which they undertake a
full GTA teaching-load (normally six hours per week), with pro rata
allowance for a reduced load, though any claim remains subject to the
maximum exemption allowed against each programme of study.
Restrictions and Equivalences
Please study the following guidelines before making your module choice
•
•
•
•
•
•
•
•
Faculties or departments may have specified some modules
as compulsory for their own students. Look in the section of
this Manual for your Faculty.
Your Department or your supervisors may also indicate
modules that are desirable or particularly relevant to your
individual research.
The Research Councils may provide or specify training
modules for the students that they fund, run on a regional or
national basis. These events may be open to other students for
a fee.
You are then free to make up the remaining credits from
modules which meet your needs, or from training that you find
elsewhere.
Students who have already taken a degree at the University
of Hull must not take modules that replicate elements of their
previous degree studies.
No more than a third of your training programme may
normally be drawn from undergraduate (Level 6) modules.
Students contemplating such modules are advised to consult
the lecturer(s) concerned, since some of the pre-requisites and
other constraints might not be applicable.
No more than a third of your training programme may be
drawn from the Presentation Modules.
Language modules may normally contribute no more than
one third of the number of credits required by your
programme. An exception would be when the use of the
language was integral to carrying out the research project.
Page 19
Training Elsewhere
Credits may be sought for attending other training programmes
undertaken whilst studying for your University of Hull research degree.
The training must not have been recognised by a separate award. Any
training that has been separately recognized can only be considered
under the procedure for exemptions, as described above. The credit
equivalence in each case will be decided by a Graduate Research
Director on behalf of the Research Degrees Committee. Students
granted such credits may not later take further modules that
substantially replicate the same material.
Please remember that in order to accredit training undertaken
elsewhere, you must have undertaken a formal assessment –
just attending or participating is not sufficient.
Training elsewhere must be formally assessed since this is a
requirement of any accredited programme attendance alone is not
sufficient for accreditation. However, in cases where the training has
involved at least 50 hours contact and/or study time and no formal
assessment has been completed you should complete a reflective
account outlining what you learnt from undertaking the training.
The Graduate School has published guidelines on what this reflective
account should contain and you can find them in this manual on page
18. This reflective account should be assessed by your supervisor who
will make a recommendation as to how many credits to award. All
requests for training elsewhere should be made on the relevant form,
GS-TE and should demonstrate which of the skills on the RDF were
acquired or developed through undertaking the training. There is a
maximum number of credits that can be gained through Training
Elsewhere - PhD students are permitted no more than 40 credits, MPhil
students are permitted no more than 20 credits and other Masters
students are permitted no more than 10.
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Assessment
Each student is formally assessed on each module. The exact form of assessment is decided by the person responsible for that module. In the spirit
of the scheme, assessment should be formative: it attempts to give you
feedback on how much you have learned and understood rather than
merely generate a result. Assessment methods include
coursework, class or independent exercises, extended essays, formal reports, and examinations. Assessment of candidates within the PGTS is
expected to allow them to demonstrate how the material has been
incorporated into their personal research.
In order to be eligible to submit assignments for assessment, candidates
must have attended and actively participated in at least 80% of the teaching sessions. Application for exemptions to this can be made under the
Mitigating Circumstances procedures, or agreed at the discretion of the
module provider.
Staff who make assessments are required to keep a copy of the
assessed work. Assessments are subject to a process of external scrutiny
(through the appropriate academic module boards or through the external
examiner of the PGTS).
Results from assessments will be entered on the Academic Information
System by the module owner (department, school, etc), but the person
teaching the module will ensure also that each individual student taking a
module under PGTS receives the result and formative feedback.
Grades are not awarded within the PGTS for University Level modules.
The only outcomes of assessment for these modules are that the
student passes and is awarded the credits, or does not pass and has the
option of being reassessed (once) in the same module, or of taking another module in its place.
Performance in training modules is one factor to be considered by
supervisors when completing a student’s annual research-progress
report.
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Provisions for Part-time, Distance-taught and Off Campus Research
Students (Including those students based on the Scarborough Campus)
All part-time research students are required to obtain the same minimum
total of research training credits as full-time research students. Some
part- time research students will be able to obtain credits from the
scheme within the timetable of training for full-time research students,
and they are most welcome to do so.
The University recognises, however, that this option is not practical for
everyone or for every skill. Two one week-long training programmes are
therefore offered during the University’s Easter and Summer breaks. A
timetable and invitation to attend will be circulated early in the calendar
year to all eligible students and will be published on the Graduate
School website.
Easter School Dates
23rd - 27th March 2015
Summer School Dates
20th - 24th July 2015
Several modules also involve distance learning, utilising a virtual
learning environment to deliver content. Examples of these include
05024, Career Management Skills for Research Students (page 32).
Departments may also offer this mode of delivery for a number of
subject specific modules and you should check with your department
which, if any, modules are available in this format.
A number of modules are also self- directed and require little or no
campus contact, other than liaison with your supervisor. Students who
work away from the campus are also encouraged to take advantage of
training facilities in their own locality. These have to be validated and the
assessment recognised by the Graduate School before credits can
count towards the PGTS, (for further information see the ‘Training
Elsewhere’ section above).
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Summary of Responsibilities
You, the research student will
•
read this training manual and plan your own training
programme, taking modules early in your period of study where
possible (front-weighting), but always pacing the training to
match your research needs
•
•
•
•
•
•
•
discuss and agree your training programme and any claims for
exemptions with your supervisor(s)
if necessary, with your supervisor, consult a Graduate Research
Director
liaise with the coordinator for each module as necessary, to
confirm that you meet any pre-requisites, and that you know the
time and place of training sessions.
fill in your training programme form from this manual annually.
Sign the form and obtain your Supervisor’s counter-signature.
Return the form to the Graduate School Office to record your
choice of modules.
inform the Graduate School Office of subsequent changes in
your choice of modules
write your personal details on a Module Outcome form for each
module you take, and give that form to the module coordinator
attend the training, and complete the assessment. Keep a
record of your own training and Personal Development Planning
(PDP) (again a pro forma for this purpose can be found later in
this Manual).
keep your supervisor informed as to your progress and any
difficulties regarding your training programme.
Page 23
Supervisors will
•
•
•
•
•
discuss their students’ training needs and ensure that training is
relevant and useful to each student’s research and general
development
help students with their Personal Development Planning (PDP)
evaluate each student’s claims for exemption in the context of the
University policy on APCL/APEL and forward the evidence to the
Faculty Graduate Research Director
bring to each student’s attention possibilities for training through
conferences or courses elsewhere
monitor each student’s progress and check that he or she has
attended and benefited. Warn the student, as part of the regular
process of University reports, if he or she seems not to be
satisfying the training requirement. Provide feedback on the
quality and appropriateness of the PGTS to the Graduate
Research Director, who will, in turn, report to the Graduate
School.
Graduate Research Directors will
•
•
•
•
•
•
request and collate module entries from their Faculty or School
for the training Manual
identify gaps in provision and negotiate with tutors to provide new
modules
advise supervisors and, when necessary, discuss with new and
continuing postgraduates their module choices
liaise with training officers in departments and ensure that quality
is maintained across their Faculty or School
provide information to the Graduate School to promote the
implementation and development of the PGTS
recommend actions on exemptions.
Page 24
Module providers will
•
•
•
•
•
•
provide details of the content and arrangements for their modules
to their Graduate Research Director (for departmental modules)
or to the Graduate School (for University modules)
provide assessment that tests both the content of the training and
also the student’s ability to incorporate it into the research
process and apply it to their own research
following assessment (including any inspection for the external
examiner for that module), follow a defined procedure to ensure
the result is entered on the Academic Information System.
return a copy of the assessed work, and/or formative comments
to the student
for University-level modules, forward the resultant copy of the
student’s assessed work to the Graduate School, who will retain it
until completion of external assessment of the PGTS of that
student
forward to the Graduate Research Director (or the Graduate
School as appropriate) feedback from students on the
appropriateness of the module, in content and level, for their
research needs.
Page 25
The Graduate School will
•
•
•
•
•
•
•
•
•
•
•
update the training manual annually, and publicise to students
further training opportunities that become available during the
year
maintain a record of the training choices for each student
enter results for University level modules as received from the
module providers
supply on request, in compliance with Data Protection legislation,
a copy of a student’s record
print and supply, on request in writing, a copy of students’ records
to their supervisor or to their Faculty office
annually inform students of their PGTS record in time for
amendments to be made and approved by the exam board
when a student wishes to submit his/her thesis, or when a
programme is terminated, indicate whether the student appears to
conform to requirements for submission or for an award
arrange for the external assessment of the Postgraduate
Research Training Scheme as a whole
convene a Programme Board for the confirmation of results.
when a student gives notice of submission of a thesis check
whether the student appears to satisfy the requirements of the
training scheme
when a student graduates or terminates, arrange the issue of a
transcript of training and nominate the student for any award.
Page 26
The Reflective Account – Guidelines for Postgraduate Training
Scheme Modules
These guidelines are designed to assist research students and their
supervisors determine what needs to be included in a reflective account.
Reflective accounts are necessary components of the assessment of the
Presentation Modules (05036, 05042, 05043, 05044, 05045) and, in some
instances, the Training Elsewhere modules (05901/05).
Reflective accounts are by their very nature, personal, and it is therefore
inadvisable to be over-prescriptive in terms of content. In essence, it is a
personal reflection of the event or training in question and documents how
that has impacted a student’s performance, approach or research. It
should be both critical and analytical particularly as the credits awarded
are to be at Master’s Level. It should be around 1000 words in length and
demonstrate that the following five questions have been asked and
answered:
• What did you do?
• Why did you do it?
• What did you learn?
• How did you apply it?
• What would you do differently next time?
What did you do?
This provides a summary of the activity/training in question and places the
learning in context. So this might be ‘I gave a presentation at an Internal
Conference in Paris. The audience consisted of over 100 academics from
leading worldwide universities’ etc. It is, in essence a summary of the
training or activity and must identify the student’s personal role in it.
Why did you do it?
This provides the reasons for undertaking the training or activity in the first
place. This should ideally link back to the Training Needs Analysis and
Personal Development Plan already produced by the student. So what
skills/competencies should be developed through undertaking the activity?
Page 27
What did you learn?
This allows the student to think about what they learned from undertaking
the training. It might not be what was expected and the outcomes may
differ from what was planned. If this is the case, it should be
documented.
How did you apply it?
This allows the student to show how what was learned has made a
difference to their research or how it will make a difference to their
career, personal or professional life. If they have struggled to apply it, this
should be stated.
What would you do differently next time?
It is not expected that the activity will have been done perfectly as
training is an ongoing learning process. This question allows the student
to reflect upon what went wrong or what didn’t go as planned and to use
that to improve in the future.
It is important that all of these factors are present and supervisors should
not pass the assessment if any of these are missing.
For useful examples of different levels of critical reflection and advice on
how to deepen your approach, please see
http://www.exeter.ac.uk/fch/work-experience/reflective-writing-guidance.pdf
Page 28
University level (05 modules)
Further information regarding all modules outlined in this handbook can
be found at www.courses.hull.ac.uk
05002 Communication Skills (5 Credits)
Coordinator
The Graduate School, [email protected]
Assessment
Coursework
Content and Aims
The module takes the form of a mini conference with plenary sessions
and group work in which students take an active part in working together
on set tasks. This is designed to introduce students to some key issues
in communication arising during research and teaching, covering three
main areas: oral communication skills, interpersonal skills and writing
skills. The module is available to research students in all subject areas,
and will allow you the opportunity to meet postgraduates from other
disciplines to share experiences and raise issues of mutual concern.
Page 29
05015 Practical Demonstration Skills (5 Credits)
Coordinator
Departmental Graduate Study Officer
Contact Time To be agreed individually
Assessment
Written reports by student and staff; indication of
quality of marked work
Content and Aims
For students undertaking demonstrating duties in their own Department.
After demonstrating an undergraduate practical course, you will
complete a report indicating the skills and techniques learnt and showing
evidence of problems overcome during the teaching. You will be
expected to take part in the assessment of the undergraduates, and the
course coordinator will give instruction in marking the work, then check
that you have completed this to his/her satisfaction. The course
coordinator will also complete a report showing your progress during the
demonstrating. (Only one set of demonstrating duties may be included in
the training programme).
05018 Conference Organisation (10 Credits)
Staff
Any, as appropriate
Constraints
To be negotiated with the appropriate Departmental
Committee
Contact Time To be negotiated with the supervisor
Assessment
Reports and records
Content and Aims
To encourage your personal and professional development through
activities leading to the development of transferable skills that enhance
the professional standing of you and your Department.
Examples of such professional activities include organisation of an
annual lecture by an eminent speaker, or of workshops and conferences
under the auspices of learned and/or professional societies.
The Chair of the organising committee will be responsible for organising
the event with at most two assistants.
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05019 For Assisting with Organisation of a Conference (5 Credits)
Staff
Any, as appropriate
Constraints
To be negotiated with the appropriate Departmental
Committee
Contact Time To be negotiated with the supervisor
Assessment
Reports and records
Contents and Aims
As for 05018
05023 Booster Sessions for Local Pupils (10 Credits)
Semester available
2
Coordinator
Academic Supervisor
Constraints
Can not be combined with 05022
Contact time
At least six weekly 1.5 hour contact hours with local
school
Assessment
Portfolio of material used in school placement,
assessment by the school teacher coordinating the placement, plus
short presentation to the University department
Content and aims
This experiential module is based on the student leading a series of
booster sessions for gifted and talented pupils from local schools, aiming
at increasing the pupils’ self-esteem and aspirations to enter post-16
education.
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05024 Career Management Skills for Research Students (20 Credits)
Semester available 2 online through Ebridge
Coordinator
Julia Goodall and Tony Taylor, Careers and
Employability Service
Assessment
Continuous assessment involving CV production, a
group exercise, a presentation and a portfolio produced throughout the
module based on reflective submissions on each of the stages.
Content and Aims
This module aims to provide research students with an awareness of,
and training in, the skills required to successfully commence and then
develop their careers after completing their research degree. The
module covers topics such as: career options, employer research, skills
looked for by employers, assessing your own skills, CVs and
applications, interviews, assessment centres, individual and group
exercises, aptitude testing, career action planning, managing your
career.
You study over the Internet, on campus or at home, at your own time and
pace. The module includes online lecture presentations (with audio),
video clips of interviews and assessment centres and access to former
students for careers advice.
Comments from research students who have taken the module include:
‘This module has been a positive experience and has provided me with a
wealth of information that I am sure I will return to in the future. I also
found the module to be presented in a fun and unique way.’
‘This course has most certainly motivated me into taking ‘what happens
next’ very seriously, and provided me with the tools to shape my career.’
Page 32
05025 Project Managing your Research Degree (10 Credits)
Availability
Semester 2
Coordinator
Dr Nigel Shaw, Graduate School, Tel. 6822,
[email protected]
Assessment
1)
Students will be required to summarise each session and what
they learnt from it within their learning log as well as analyse
other learning events weekly by means of the learning log.
2)
Students will be required to hand in a copy of their RDF
Development Plan at the end of the module which should show
evidence of reflection and a process of refinement.
Content and Aims
The students will build up a development plan over the sessions and
review it in the last session. They will also complete a learning log to
identify events they have learned from. They will analyse their learning
log to see how they learn effectively, which skills or advice they are
applying and to help them make realistic development plans for the
future.
As a result of this module participants should:
•
•
•
•
•
•
Increase their awareness of their current situation in the context
of research
Gain some techniques for planning and recording their
development
Acquire some techniques for communicating more effectively
Develop project management skills
Be able to set meaningful objectives for work and in a wider life
context
Be able to define the responsibilities of students
and supervisors
Page 33
05030 Data Management Research (5 Credits)
Availability
Coordinator
Semester 1 5 x 2 hours sessions (fortnightly)
Chris Awre Graduate School,
Content and Aims
i)
To provide a thorough introduction to the management of data as
an integral part of postgraduate research
ii)
The module will not just be about learning, but also about
embedding ongoing practice
On completion of this module, students will, with guidance, be able to:
i)
ii)
iii)
iv)
v)
vi)
recognise the research data management issues that underpin
and contextualise their own RDM needs.
describe the relationship between research processes and RDM,
the changing nature of this relationship over the period of
research, and the impact this relationship will have on the
outcome of the work.
discriminate between RDM options and how they can be used
prepare a RDM plan for their research topic, including
appropriate risk limitation procedures
interpret their research activity topic for RDM issues and
understand how to address them
demonstrate self-direction in identifying and applying RDM within
their disciplinary conventions, in line with instructions.
Assessment
i)
ii)
iii)
Personal data management plan (~1000 words) 60% (10% peer
assessment). This will be staged through the module.
Flowchart development for personal data management use case
20%
Reflective writing exercises x5 (20% - 4% each)
Page 34
05031 Knowledge Transfer Partnership Associate Development Course
(20 Credits)
Semester available As determined by the Knowledge Transfer Partnership (KTP) Directorate
Coordinator
Graduate Research Director
Pre-requisite
Open only to KTP Associates
Contact Time Determined by KTP Directorate
Assessment: Reports and records, to be assessed by your
supervisor and the Graduate Research Director
Content and Aims
The KTP is an initiative financed by the Department for Trade and
Industry (DTI) to strengthen the competitiveness and wealth creation of
the UK through partnership between academia and business. The
development course for Associates extends over 15 days and consists of
four modules which seek to develop project handling, personal and
teamwork skills, skills in exploring and evaluating the potential impact of
commercial and technological change on companies, and
career- development skills. The Associate is expected to deliver a series
of written reports and give oral presentations.
The module is offered to encourage students employed as Knowledge
Transfer Partnership Associates to attend and participate actively in the
Associate Development Course organised as part of their training.
Page 35
05035 Public Engagement for PhD Students (10 Credits)
Semester available 2
Coordinator
Professor V Sanders, [email protected]
Contact Time 4 x 2 hour workshops
Assessment
2 self-reflective reports and a public engagement
presentation
Constraints
Not to be taken with Stem Ambassador (05052)
Content and Aims
Public engagement is being actively promoted by Research Councils UK
as an important dimension of research at all levels, both for the individual
researcher, and for the general public. The aim of this module is therefore
to develop students’ ability to explain their research simply and clearly to
non-specialist listeners, and guide them towards opportunities, first to
observe and then report on a public engagement activity before preparing
to undertake one of their own: for example within a ‘research café’ or
‘showcase’ context. A workshop on professional networking and
‘self-branding’ will further support their public engagement skills. The
module will conclude with a self-analytical feedback session for the whole
group.
05037 Interdisciplinary Research Presentation
(10 Credits)
Semester available 1 and 2
Coordinator Professor V Sanders, T. 6918
Contact Time Seminar series
Assessment A 500 word presentation abstract, and a presentation of
2,000-3,000 words with supporting materials (PowerPoint
or handouts)
Constraints
Not to be taken with 05044 Conference Presentation
Content and Aims
This new module was initiated informally in 2012-13 by research-student
facilitators from the Faculties of Arts and Social Sciences and Health and
Social Care. It is now offered to the PGTS as an opportunity for research
students to construct and participate in their own University-wide
interdisciplinary seminar series, to be held at intervals across the full
academic year. Its aim is to develop an imaginative approach to
interdisciplinary thinking and research collaboration, and to encourage
students from different Faculties and disciplines to explore research terms
and approaches in partnership.
Page 36
The process of constructing the seminar series will be launched at an
opening meeting at which students will be invited to submit abstracts of
paper proposals. Once their abstracts have been accepted they will be
paired with a student from another discipline who has comparable
interests, to plan and share a themed seminar. Students must be willing to
attend and participate in the full seminar series (so far as they are able).
Written assessments will be examined by the student’s own supervisor to
ensure appropriate expertise in the field. The module overall will enhance
students’ ability to explore the interdisciplinary potential of their research
and to present their work to a peer-group audience drawn from different
disciplines.
05036 Published Academic Book Review (5 Credits)
Semester available 1 and 2
Coordinator
Professor V Sanders T.6918 [email protected]
Contact Time 1 x introductory workshop
Assessment
1 book review (600-1200 words) and a reflective report
(1000 words)
This module recognizes the importance of book reviewing skills for
postgraduate research students. It will begin with a workshop introducing
students to various aspects of academic book reviewing, and help them to
identify opportunities for reviewing. In recognition of the time it may take for
the process to be completed, a year is allowed for submission. There is
also provision for students who are unable to place a book review but
would like to develop reviewing skills for future use.
Page 37
05051 Researcher in Residence (10 Credits)
Coordinator
Graduate School, [email protected]
Availability
Anytime
Constraints
Open to Research Council/Welcome Trust funded
students only
Assessment
A reflective account written in accordance with the
Graduate School guidelines and marked by the student’s supervisor.
Reports and Records Feedback from pupils.
Content and Aims
To take part in this module a student will need to register with the national
Researchers in Residence scheme at
www.researchersinresidence.ac.uk and will be matched with a school
wanting help in their discipline area. They will need to attend a one-day
training course, and be CRB checked (CRB and travel costs are covered
by the scheme). The content of the placement can include project work,
provision of lessons, helping with subject area clubs and career
guidance. The scheme provides ongoing support, advice and guidance to
help with the student’s placement. A researcher in Residence is only
open to those whose research is funded by one of the seven research
councils or the Welcome Trust. The module will consist of between 14
and 24 hours contact time with local school, scheduled flexibly in
agreement with the school, plus an induction. By the end of the module,
students should be able to:
•
•
•
Understand and gain experience of what it would be like to teach
Build their confidence and enhance their CV through public
engagement and communication skills.
Summarise and communicate their research in a way that can be
understood by schoolchildren.
Page 38
05052 Stem Ambassador (10 Credits)
Coordinator
Graduate School, [email protected]
Availability
Anytime
Assessment
A reflective account written in accordance with the
Graduate School guidelines and marked by the student’s supervisor.
Reports and Records Feedback from pupils
Content and Aims
To take part in this module a student will need to register as a STEM
ambassador (http://www.stemnet.org.uk/) and will be placed in a school
wanting help in their discipline area. They will need to be CRB checked
which will be arranged as part of the student’s application. The content of
the placement can include project work, provision of lessons, helping with
subject area clubs and career guidance. The scheme provides ongoing
support, advice and guidance to help with the student’s placement. The
module will consist of between 14 and 24 hours contact time with a local
school, scheduled flexibly in agreement with the school, plus a one-day
training course. By the end of the module, students should be able to:
•
Understand and gain experience of what it would be like to teach
•
Summarise and communicate their research in a way that can be
understood by schoolchildren.
•
Build their confidence and enhance their CV through public
engagement and communication skills.
Page 39
05053 Enterprise and Entrepreneurship Skills (10 Credits)
Coordinator
Andrew Holmes, T 5429 [email protected]
Availability
Anytime
Assessment
Submission of evidence through eBridge
Content and Aims
Enterprise skills for postgraduates are an emerging government and HE
agenda. This module facilitates students’ individual knowledge to
encourage and inculcate enterprising behaviour, attitudes and values
amongst postgraduate students. There are 3 main aims:
1 to provide students with knowledge of enterprise and entrepreneurship
and develop their skills for enterprise.
2. to enable students to identify the key attributes of enterprise and
entrepreneurial activity and to facilitate personal development planning for
enterprise.
3. to facilitate the student’s PDP and reflection on their own skills,
knowledge abilities and aptitudes as required to successfully engage in
enterprise/entrepreneurial activities and to develop the individual’s
behaviours and attitudes for enterprise.
This module is delivered using the eBridge learning environment, allowing
the learner to study at their own place and at a time suitable for them.
There are no direct taught face-to-face sessions, students engage with
the materials as self-directed learners
05701 Safety in Research in Science and Engineering (5 Credits)
Semester Available 1 and 2
Coordinator
Sue Hirschfeld, T 5165 [email protected]
Pre-requisite
Required module for anyone undertaking work in
laboratories
Contact Time 18 hours
Assessment
1 hour written paper plus an assignment
Content and Aims
The module includes: basic legal concepts, statute law, controlling bodies,
main regulations relevant to safety of laboratories and workshops; safety
responsibility in university research, equipment hazards; VDUs; cylindered
gas; process hazards; Manual handling, UV radiation, microwaves,
materials hazards, cryogenics; chemicals; risk assessment; protection;
storage disposal. The aim is to provide a general awareness and practical
applications of current safety legislation and guidance relating to good
practice in specific areas of science and technology.
Page 40
05703 Research Progress Report (10 Credits)
Coordinator
Academic supervisor(s)
Pre-requisite
Normally followed as part of the Formal Assessment for
the PhD or MPhil to PhD transfer process, before 12
months full time or 24 months part-time research.
Contact Time Agreed between student and supervisor
Assessment: A written report and evaluation of research completed. As a
guideline, the report should run to some 8,000 to 10,000 words and might
form an early draft of the thesis, but the exact form will depend on the
conventions of your discipline.
Content and Aims
The module will include a literature review of the field of study, the plan of
research, and a summary of the work carried out to date. Specific
guidance or constraints may be provided within each Faculty or
Department.
05705 Viva Voce Defence of the Research Report (5 Credits)
Coordinator
Academic supervisor(s)
Pre-requisite
The Research Report
Assessment
A report from the supervisor on the performance of the
candidate during the viva
Content and Aims
The viva provides the opportunity for the student to defend the research
report, elaborate on it, set the report in a broader research context and indicate the future direction of the research. The viva also gives the student
the opportunity to develop oral communication and presentational skills.
05706 Published Research Paper (15 Credits)
Coordinator
Academic Supervisor(s)
Contact Time Agreed between student and supervisor
Assessment: Acceptance by an independently refereed journal of a paper,
or publication of a departmentally-endorsed research report, authored
solely or jointly by the student, on some aspect of the student’s own
research.
Content and Aims
To provide training and experience in the preparation and written
dissemination of research progress and results. The training element lies
in learning the practices and conventions of the publication process, rather
than the actual content of the paper.
Page 41
Other generic modules
The following modules are not University Level modules, however, they
are open to students from all departments. Further information is found in
the relevant departmental section of this handbook.
35702 The Research Interview (10 Credits)
35703 Survey Methods and Questionnaire Design (10 Credits)
36149 Computerised Quantitative Data Analysis (10 Credits)
35953 Exploration of Qualitative Research (10 Credits)
Presentation Modules
The following modules are all designed to give you experience of presenting your work orally. NB: No more than 1/3 of your Postgraduate
Research Training can be drawn from this group.
05042 Departmental Presentation (5 Credits)
Semester available
Any
Coordinator
Supervisor
Constraints
Cannot be taken by students who have already taken any
of the following modules: 05401, 05702 and 05711. Subject to 1/3 rule.
This module forms part of a group known as Presentation Modules’. No
more than a third of a Student’s total Postgraduate Research Training
Scheme credits can be made up of this group. Assessment: Assessed by
the student’s supervisor. A copy of the presentation (e.g PowerPoint
slides) and/or an abstract should be submitted along with a 1000 word
reflective account.
Content and Aims
This module is designed to improve a student’s communication skills, in
terms of presenting information orally. This is both a useful research skill
and will be transferable into any future career. The ability to answer
questions about their research will also encourage students to think
through issues it raises and how they may tackle those.
At the end of this module, students should have demonstrated ability to:
•
Prepare an academic/scientific presentation which clearly
summarises their research/results.
•
Demonstrate the synthesis of complex information into an
understandable format.
•
Communicate their research/results to a general audience.
•
Answer questions about their research
Page 42
36149 Computerised Quantitative Data Analysis
Coordinator
Monica Magadi, [email protected]
Availability
Semester 1
Assessment
One 4000 word essay
Content and Aims
The module aims to develop the ability to use, present and interpret
numerical data in order to communicate aspects of economic, social and
political life to others in an effective and informative way. It also enables
students to use the statistical package (SPSS) on personal computers in
order to successfully record data and carry out analysis upon it. The
module improves student’s transferable skills in the areas of
communication and analysis meeting many disciplines benchmarks and
criteria.
36150 Statistical Modelling
Coordinator
Monica Magadi, T 2032 [email protected]
Availability
Semester 2
Content and Aims
Please Contact Monica.
Page 43
05043 Departmental Poster (5 Credits)
Semester available
Any
Coordinator
Supervisor
Constraints
Cannot be taken by students who have already
taken any of the following modules: 05707 Subject
to 1/3 rule.
This module forms part of a group known as ‘Presentation Modules’. No
more than a third of a Student’s total Postgraduate Research Training
Scheme credits can be made up of this group.
Assessment: Assessed by the student’s supervisor. A copy of the poster
should be submitted along with a 1000 word reflective account.
Content and Aims
This module is designed to improve a student’s communication skills, both
in terms of presenting information graphically but also supporting it orally.
This is both a useful research skill and will be transferable into any future
career. The ability to answer questions about their research will also
encourage students to think through issues it raises and how they may
tackle those.
At the end of this module, students should have demonstrated ability to:
•
•
•
Prepare an academic/scientific poster which clearly summarises
their research/results.
Demonstrate the synthesis of complex information into an under
standable format.
Answer questions about their research
Page 44
05044 Conference Presentation (10 Credits)
Semester available Any
Coordinator
Supervisor
Constraints
Cannot be taken by students who have already completed module 05716 and where the credits were given for a presentation.
Subject to 1/3 rule. This module forms part of a group known as
‘Presentation Modules’. No more than a third of a student’s total
Postgraduate Research Training Scheme credits can be made up of this
group.
Assessment:
Assessed by the student’s supervisor. A copy of the
presentation (e.g. PowerPoint slides) and an abstract should be submitted
along with a 1000 word reflective account.
Content and Aims
This module is designed to improve a student’s communication skills in
terms of presenting information orally. This is both a useful research skill
and will be transferable into any future career. Another key skill is the ability
to answer questions about and defend their research within the wider
research community. Additionally, through undertaking this module,
students should benefit from the opportunity to network with researchers
from other universities including the provision of links to the job market and
potential academic employers.
At the end of this module, students should have demonstrated ability to:
•
Prepare an academic/scientific presentation which clearly
summarises their research/results and communicate these to a
national/international research community.
•
•
•
•
Demonstrate the synthesis of complex information into an
understandable format.
Discuss and debate the results with the broader research
community.
Gain an awareness of the wider research environment.
Gain experience of the conference process.
Page 45
05045
Conference Poster (10 Credits)
Semester available
Any
Coordinator
Supervisor
Constraints
Cannot be taken by students who have already
completed module 05716 and where the credits were given for a poster.
Subject to 1/3 rule. This module forms part of a group known as
‘Presentation Modules’. No more than a third of a student’s total
Postgraduate Research Training Scheme credits can be made up of this
group.
Assessment
Assessed by the student’s supervisor. A copy of the
presentation (e.g. PowerPoint slides) and an abstract should be submitted
along with a 1000 word reflective account.
Content and Aims
This module is designed to improve a student’s communication skills both in
terms of presenting information graphically, but supporting it orally. This is
both a useful research skill and will be transferable into any future career.
Another key skill is the ability to answer questions about and defend their
research within the wider research community. Additionally, through
undertaking this module student should benefit from the opportunity to
network with researchers from other universities including the provision of
links to the job market and potential academic employers.
At the end of this module, students should have demonstrated ability to:
•
•
•
•
•
Prepare an academic/scientific poster which clearly summarises
their research/results and communicate these to a national/
international research community.
Demonstrate the synthesis of complex information into an
understandable format.
Discuss and debate the results with the broader research
community.
Gain an awareness of the wider research environment.
Gain experience of the conference process.
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05056 Enhanced Information and Research Skills (10 Credits)
Semester available 1 and 2
Coordinator
Paul Chin, T 5495 [email protected]
Assessment
group work (1000 words) and written assignments
(1500 words)
Constraints
Contact Time
Only 1st yr full-time, 1st and 2nd yr part-time
32hrs
Content and Aims
This module provides postgraduate students with an introduction to key
skills they will need to find information and to manage the research process.
In a digital age it is important to be aware of how to locate and manage
information efficiently and how to effectively use the appropriate tools.
Advanced search skills, coupled with relevant information management and
associated technologies will develop students’ digital literacy skills to
support their research activities
On completion of this module, students will be able to:
•
•
•
•
Identify different information search methods to locate primary and
secondary sources.
Determine which technologies would be appropriate to managing
and sharing information for the purpose of their research activities.
Demonstrate higher level writing skills for presenting information in
reports.
Use computer technologies to effectively write reports and deliver
presentations.
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Training Elsewhere
05901–05 Training Elsewhere
Credits As determined by Graduate Research Director(s)
Assessment: Notification of assessment carried out by the training body,
and/or report by the student to his/her supervisor or department
Content and Aims
Training by other organisations is recognised, indeed encouraged, within
the PGTS when undertaken in furtherance of the aims of the scheme and
when that training is formally assessed - attendance alone is not sufficient
for accreditation. However, in cases where the training has involved at
least 50 hours contact and/or study time, the student should complete a
report outlining what they learnt from undertaking the training. This report
should be assessed by their supervisor who will decide how many credits
to award. For inclusion as part of the Postgraduate Training Scheme, the
report must be submitted to the Graduate School with the Module Outcome
Reporting Form.
XM005 – XM040 Exemptions
Exemptions are recorded on the Academic Information System as modules
but by definition are not ‘passed’. These are exemptions FROM credits and
they do not show in the credit totals on transcripts. Credit for Training
Undertaken at other Institutions
Page 48
Easter School Modules
The following modules are taught during the Easter School. This means
that they are available only for part- time students OR those based off
campus (eg Scarborough students). Eligible students may include these
on their module registration forms but you will also need to apply to attend
the Easter School at the appropriate time and make an additional
registration for these modules at the Easter School. The Easter School
normally runs in the first week of the University’s Easter Vacation so for the
14/15 academic year this will provisionally be 23rd - 27th of March 2015.
You don’t have to take all modules in each option, however, please note
that, owing to time constraints during the week, you cannot combine Option 1 and Option 2 modules and Option 3. Eligible students will be written
to a few months in advance, inviting them to the school, and information
will be posted at www.hull.ac.uk/graduateschool
Option 1:
05027 Communication Skills (10 Credits)
Coordinator
The Graduate School, [email protected]
Availability
Option 1 Easter School only
Contact Time One and a half days
Assessment
Coursework
Content and Aims
The module takes the form of a mini conference with plenary sessions and
group work in which students take an active part in working together on set
tasks. This is designed to introduce students to some key issues in
communication arising during research and teaching, covering three main
areas: oral communication skills, interpersonal skills and writing skills. The
module is available to research students in all subject areas, and will allow
you the opportunity to meet postgraduates from other disciplines to share
experiences and raise issues of mutual concern.
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Option 2:
05010 An Introduction to Quantitative Methods (10 Credits)
Coordinator
The Graduate School, [email protected]
Availability
Option 2 Easter School only
Assessment
Coursework and written assignment
Content and Aims
This module will be broadly divided into two parts. The first will consider a
range of instruments which can be used in empirical research, for example
questionnaires, attitude scales, structured interviews, and so on. The
second part will look at a range of statistical techniques which can be used
to analyse the data provided by these instruments.
05011 An Introduction to Qualitative Research (10 Credits)
Coordinator
The Graduate School, [email protected]
Availability
Option 2 Easter School only
Assessment
Coursework and written assignment
Content and Aims
Considers all aspects of collection and use of qualitative (ethnographic
observation or interview) data: methodologies, ethical and practical
considerations. The role of the observer and the possibility of objectivity
will be discussed.
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Option 3:
05054 The Successful and Effective Researcher (20 Credits)
Coordinator
The Graduate School, [email protected]
Availability
Option 3 Easter School only
Assessment
Group written literature review Group story board and
present group PowerPoint presentation and printed handout Individual
learning log for each session Individual reflective learning account covering
the whole programme
Content and Aims:
It is intended that this module will give research students the practical ‘how
to’ skills for the elements of the PhD, such as ‘Academic Writing Styles,
Speed Reading, and Structuring Your Thesis’ and the transferable skills of
team working, collaborating, influence and leadership and communication
skills. This is a Researcher Development module, combining materials
developed by the Vitae programme, ‘The Part-time Researcher’ to provide
the ‘how to’ skills for the various elements of the PhD and group work
based on the musical event ‘Cargo’ and the theme of slavery, past and
present to develop team working, problem solving and communication
skills, in a creative, innovative and collaborative manner.
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Summer School Modules
The Summer School modules are available only for part-time students OR
those based off campus (eg Scarborough students). Eligible students may
include these on their module registration forms but you will also need to
apply to attend the Summer School at the appropriate time and make an
additional registration for these modules at the Summer School. The Summer School normally runs in the first week of the Hull schools’ summer vacation so for the 14/15 academic year this will provisionally be 20th - 24th
of July 2015. You do not have to take both modules in each option, however, please note that, owing to time constraints during the week, you cannot combine Option 1, Option 2, or Option 3. Eligible students will be
written to a few months in advance, inviting them to the school, and information will be posted at www.hull.ac.uk/graduateschool
Option 1:
05032 Project Managing your Research Degree (10 Credits)
Summer School Coordinator The Graduate School, [email protected]
Assessment
1) Students will be required to summarise each session and what they
learnt from it within their learning log as well as analyse other learning
events weekly by means of the learning log.
2) Students will be required to hand in a copy of their Development Plan at
the end of the module which should show evidence of reflection and a
process of refinement.
Content and Aims
The students will build up a development plan over the sessions and review it in the last session. They will also complete a learning log to identify
events they have learned from. They will analyse their learning log to see
how they learn effectively, which skills or advice they are applying and to
help them make realistic development plans for the future. As a result of
this module participants should: Increase their awareness of their current
situation in the context of research
•Gain some techniques for planning and recording their development
•Acquire some techniques for communicating more effectively
•Develop project management skills
•Be able to set meaningful objectives for work and in a wider life context
•Be able to define the responsibilities of students and supervisors
Page 52
05033 Practical Entrepreneurship (10 Credits)
Availability
Option 1, Summer School
Coordinator
The Graduate School, [email protected]
Content and Aims
Please note- this is not a business start up module
The development of a successful project will be used as a case study to
develop skills in the areas of:
•
Project/Event Management, including advertising,promotion,
fundraising, grant application writing, sale of advertising and
development of income streams for an event.
Students will put themselves in the place of the Project Manager and
research how to obtain the resources in cash and in kind to put on an
event in a major venue and in the process develop entrepreneurial and
business skills. The scope of the project will be defined in the first session,
on day one, and students guided to use the information in the study packs
and the internet to research what resources are needed for such a project,
what costs are involved and to develop a Business Plan. Advice will be
available for 2hrs each of the five days, but mostly students will be working
in small groups. On day 5 all students will be given PowerPoint (or
equivalent) presentations of their findings and their Business plan to the
whole class.
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Option 2
36967 Multilevel Modelling (10 Credits)
Coordinator
The Graduate School, [email protected]
Availability
Option 2 Summer School only
Methods of assessment: Assessment for this module comprises one piece
of course work, worth 100% of the overall module mark. This will be a
technical report (word limit of 2,500) based on data analysis tasks covering
various multilevel modelling techniques covered in the course.
Aims and distinctive features:
To provide:
•
an understanding of the concept of multilevel modelling for
analysis of hierarchical data (i.e. clustered or longitudinal data)
•
training in the use of multilevel modelling in a wide range of social
science and health applications.
The module will enable students to:
•
be familiar with a range of applications of multilevel models in
social and health research;
•
develop the ability to analyse a range of statistical models using
MLwiN; and write logical and coherent reports on statistical
analysis
36968 Regression Analysis (10 Credits)
Coordinator
The Graduate School, [email protected]
Methods of assessment: Assessment for this module comprises one piece
of course work, worth 100% of the overall module mark. This will be a
technical report (word limit of 2,500) based on data analysis tasks covering
various statistical techniques covered in the course.
Aims and distinctive features, to provide training in the:
•
Use of multiple regression and an introduction to statistical
modelling application of generalised linear models to the analysis
of categorical data.
The module will enable students to:
•
acquire expertise in the use of modelling techniques
•
to analyse continuous and categorical data;
•
acquire skills in multiple linear regression, including model
selection strategies and regression diagnostics;
•
carry out binary, ordinal and multinomial logistic regression
analyses of categorical data; and write logical and coherent
reports on statistical analysis.
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Option 3:
05029 An Introduction to Qualitative Research (10 Credits)
Coordinator
The Graduate School, [email protected]
Availability
Option 2 Easter School only
Content and Aims
Considers all aspects of collection and use of qualitative (ethnographic
observation or interview) data: methodologies, ethical and practical
considerations. The role of the observer and the possibility of objectivity
will be discussed.
Page 55
Faculty of Arts and Social Sciences
Page 56
Faculty of Arts and Social Sciences
Arts
American Studies
Drama
English
Law
Music
History
Philosophy
Politics
School of Languages,
Linguistics and Cultures
Theology
Dr John Osborne
(Tel 5640)
Dr Christian Billing
(Tel 5972)
Professor Janet Clare (Tel 5567)
Mr Vassillis Tzevelekos (Tel 6582)
Prof Christopher Wilson (Tel 5609)
Dr Julian Haseldine
(Tel 5600)
Dr Anthony Hatzistavrou (Tel 5662)
Prof Rudiger Wurzel
(Tel 6081)
Dr. Robert Miles
Mr Paul Dearey
(Tel 5832)
(Tel 5841)
General Comments
All students should read the introductory pages describing the
Postgraduate Research Training Programme and the information about
University provided training modules in generic skills. At the beginning of
their course supervisors and research students should together discuss
and agree an appropriate individual programme of modules from this
Manual to make up the necessary credit total (40 for MPhil students, 60 for
PhD students).
In case of problems please contact your Graduate Study Officer.
Page 57
ENGLISH
14120 Gender in Popular Culture (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
2
Dr Sabine Vanacker
10 x 2hr seminars and film screenings
One essay (2,000 words) and one essay
(3,000 words)
Content and Aims
The aim of this module is to analyse the concepts of masculinity and femininity developed in recent popular fiction and film. The module will
consider theoretical perspectives on popular fiction relevant to writing and
gender. The seminars will combine the discussion of masculinity and
femininity with an introduction to the critical theories developed around the
various subgenres. The module will analyse texts belonging to a number of
genres central to contemporary popular fiction and film: crime fiction, chick
lit and ladlit, war stories and Real Crime narratives.
14124 Women and Travel: Literature and Art (20 credits)
Semester Available
2
Coordinator
Dr Catherine Wynne
Contact Time
10 x 2hr seminars
Assessment
One presentation with written paper (2,000 words)
and one analytical essay (3,000 words)
Constraints
For PhD students in relevant Creative Writing
research areas
Content and Aims
This module examines British female travel narratives from the 1840s to
the 1940s, with particular emphasis on Africa, Egypt and the Middle East.
The module enables students to analyse nineteenth-and twentieth-century
travel writing within an imperialist context and to interrogate questions of
race, gender, and subjectivity.
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14158 Discovering Voices (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
Commentary.
Constraints
Content and Aims
1
Dr Cliff Forshaw
10 x 2hr seminars
A Portfolio of Creative Work and Reflective
For PhD students in relevant Creative Writing
research areas
This module aims to encourage students to gain experience of writing in a
wide range of genres, including prose fiction, non-fiction, poetry and
drama. Students are expected to read widely and critically as well as
completing set writing tasks in preparation for classes. They are
encouraged to present their work to a readership of peers and to reflect
critically on their own and each other's writing, sharing insights in a
supportive environment. They will examine how voice belongs to a writer,
but also to characters and to individual pieces.
14159 Creative Nonfiction (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
2
Dr John Clarke
10 x 2 hr seminars
Portfolio of 4,000 words and Reflective
Commentary (1,000 words)
Content and Aims
Students will be introduced to a wide range of non-fiction prose, and will
be encouraged to read widely in the genre. They will be expected to
present their work to their fellow students in a supportive but challenging
seminar environment.
The module aims to improve students' reading and writing skills through
developing:
" an awareness of outstanding work in the field of non-fiction.
" an understanding of its different sub-genres, including nature writing,
travel writing, the essay etc.
" an ability to engage with both form and ideas.
" self-editing skills.
" an ability to participate in workshop discussion and offer other students
constructive criticism.
" Research skills; including use of online resources and interview
techniques
Page 59
14160 Reading Like a Writer (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
Constraints
Content and Aims
1
Dr John Clarke
10 x 2hr seminars
A Portfolio of Creative Work and Reflective
Commentary
For PhD students in relevant Creative Writing
research areas
The aim of this module is to develop students' reading practices. They will
be shown how to trace their visceral reading experiences to understand
how those experiences were manufactured by writers. They will
subsequently work at absorbing these new crafting skills in their own
writing, and bring their new reading skills to peer review of work submitted
for workshop practice. Students' reading will be enhanced by encountering
modern short-form texts in different genres (poetry and prose).
14162 Writing the Novel (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
Constraints
Content and Aims
2
Mr Simon Kerr
10 x 2hr seminars
Start of a novel (4,000 words) and Reflective
Commentary (1,000 words)
For PhD students in relevant Creative Writing
research areas
The module aims to improve student skills in both writing and reading
novels by developing:•a critical awareness of the role of characterisation in storytelling
•an appreciation of basic story forms through example and practice
•a critical awareness of narrative and narration
•an understanding of archetypes as an essential part of storytelling
•a critical awareness of how different points of view can affect storytelling
•an ability to utilise plot / structure to create a story
•editing and rewriting skills
•a critical awareness of their own creative writing
Page 60
14164 Writing Short Stories (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
Constraints
1
Ms Kath McKay
10 x 2hr seminars
A Portfolio of Short Stories (4,000 words) and
Critical Commentary (1,000)
For PhD students in relevant Creative Writing
research areas
Content and Aims
The aim of the module is to help students start reading short stories with a
critical writer's eye, and start writing with a broader understanding of what
narrative techniques work in this form.
14178 Bram Stoker: Literature, Theatre and the Gothic (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
1
Dr Catherine Wynne
10 x 2hr seminars
One presentation with 2,000 word written paper
One extended analytical 3,000 word essay
Content and Aims
To comprehensively analyse Stoker's fictional and non-fictional writings. To
deepen student knowledge of the Gothic genre as it re-emerges at the end
of the nineteenth century. To consider Stoker's contribution to the Gothic
genre. To broaden students' engagement with late Victorian and
Edwardian culture with particular reference to Stoker's work in the theatre.
To examine Stoker's work within the broader context of Empire. To engage
students in detailed literary, cultural and historical research.
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14184 Modern City Fictions (20 credits)
Semester available 2
Coordinator
Contact Time
Assessment
Content and Aims
Dr Daniel Weston
10 x 2hr seminars
1 x essay (2000 words) and 1 x essay (3000
words)
This module addresses a topic popular with students and provides an
advanced and specialised perspective on issues that have been touched
upon in other modules on the MA in Modern and Contemporary Literature,
as well as other MAs offered in the department. The module complements
'Modern and Contemporary Literature' and 'The Literary North' (both level
7). For students who have done the BA in English at Hull, it builds upon
coverage of twentieth- and twenty-first century literature in 'Introduction to
Modernist Fiction' (level 4), 'Early Twentieth-Century Literature' (level 5),
and 'Contemporary Fiction' (level 6). The module draws on current staff
expertise.
14223 Sensation Writing (20 credits)
Semester available 2
Coordinator
Contact Time
Assessment
Professor VR Sanders
10 x 2hr seminars
1x 2000 word research exercise (40%) and a
1 x 3,000 word essay (60%)
Content and Aims
The aim of this module is to explore the remarkable upsurge of interest in
various kinds of 'sensation' writing from the 1860s onwards, which alarmed
many Victorian cultural commentators. After establishing what varieties of
sensationalism interested Victorian writers, and why their taste for the
bizarre and supernatural arose when it did, students will investigate
material in contemporary periodicals and newspapers (for example,
accounts of committals to lunatic asylums, or famous divorce or murder
trials). They will then focus on examples from the work of recommende
Page 62
14229 Modern and Contemporary Literature (20 credits)
Semester available
Coordinator
Contact Time
Assessment
Content and Aims
1
Dr Bethan Jones
10 x 2hr seminars
1 x essay (2,000 words) and 1 x essay (3,000
words)
This module provides an introduction to theories of the modern and
contemporary in literary studies, with reference to the development of
modernism and postmodernism. The module will include a survey of some
major authors and movements, debates on changes in literary form, the
formation of canons and the engagement of literary texts in the
construction of both a sense of the present and a relationship with the
past. The analysis of the relationships between author, text and reader will
be contextualised, drawing on relevant aspects of literary theories as
ground work for other modules
14237 Claiming space with Text and Image: Propaganda and Counter-propaganda, Graffiti, Banners, Posters, Portraits, Street ... (20 credits)
Semester available
Coordinator
Contact Time
Assessment
Content and Aims
2
Dr J Thomas
9 x 2hr seminars and x 1 student presentation
x 1 extended analytical eassy or independent
research project/field work study equivalent to
5000 words. One 15 minute presentation
This module explores the ways in which dispossessed, oppressed or
disempowered groups (or in some cases totalitarian and ruling) groups
seek to claim or reclaim public and private spaces with banners and
posters, 'official' propaganda; street art, public murals and tattoos. It also
examines how portraiture, photography and autobiography have been
used to explore representations of collective identities or, for example, by
slaves to take control over their depiction.
Page 63
14305 Literature and Law (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
2
Dr Sabine Vanacker
10 x 2hr seminars
x 2 essays (each 2500 words)
Content and Aims
The aim of this module is to explore introductions to relevant literary theory
and legal theory, examining issues of textuality, authorship and
interpretation as well as contexts. In addition to close reading of selected
texts, seminars will explore such issues as justice, morality, and reasoning,
trials and courts, campaigns for legal reform, the family and the law, crime
and punishment and the relationship between authorship and copyright.
14311 Modern Children's Literature (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
1
Prof VR Sanders
10 x 2hr seminars
1 x 2,000 word critical analysis
1 x 3,000 word essay
Content and Aims
The module aims both to consider developments in children's literature
through the late nineteenth and twentieth centuries, and to explore different
critical approaches to a set of recommended texts. These will be arranged
around core categories, such as 'social realism', 'the school story,' 'the
children's adventure story,' 'fantasy writing' and 'children's poetry.'
Page 64
14374 Unruly Voices: Resistance and Dissidence (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
2
Dr Ann Kaegi
10 x 2hr seminars
One 5,000 word essay
Content and Aims
The aim of this module is to explore early modern order and resistance
theory alongside works of fiction that illuminate the diverse modes of
expressing dissent, non-compliance and active resistance in the period.
Specific consideration will be given to the formal, rhetorical and
representational strategies used in literary and dramatic texts that engage
with and variously mediate contentious political issues.
14706 Death, The Devil and the End of the World (20 credits)
Semester Available
Coordinator
Contact Time
Assessment
1
Dr LA Coote
10 x 2hr seminars and film screenings
An illustrated essay (5,000 words)
Content and Aims
In this module we use medieval text and modern film to examine the
nature and function of religious belief in the medieval world, the beliefs, art
and literature surrounding death, the devil and the apocalypse in particular.
The final output is not a traditional essay format, but a learning and
teaching resource in media of the student's choosing, with explanatory
text, designed to demonstrate the students' knowledge in a form which will
effectively transmit this to others.
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14730 Research Skills, Methods, Methodologies I (20 Credits)
Semester available 1
Coordinator
Dr IH Hanson
Contact Time 10 x 2-hour seminars
Assessment
A report (2,000 words), a presentation and a write up of a
presentation (2,000 words)
Content and Aims
The acquisition of research skills and their application in the choice of
appropriate methods and methodologies for research purposes is a crucial
part of postgraduate study. Increasingly, students of English but also those
from other disciplines such as Popular Culture and Women's/Gender
Studies/Sociology are required to articulate the research processes and
choices underpinning their work. The module is designed to enhance
students' research capabilities by providing them with the requisite
knowledge and skills to conduct research at postgraduate MA level and
beyond.
14731 Research Skills, Methods, Methodologies II (20 Credits)
Semester available 2
Coordinator
Dr SJ Mottram
Contact time
10 x 2-hour seminars
Assessment
A 20 minute academic paper to be presented at an
in-house conference, a write up of the presentation and a
research project portfolio (2–3,000 words).
Content and aims
Research skills, methods and methodologies form a crucial part of
postgraduate study, and involve both the acquisition of these skills and their
application in the choice of appropriate methods and methodologies for
research purposes. The module is designed to enhance students'
research capabilities by providing them with the requisite knowledge and
skills to conduct research at postgraduate level and beyond, in particular in
relation to preparing for the writing of a dissertation or thesis.
Please note that not all modules in the English
Department will run in any one year.
Page 66
School of Languages, Linguistics and Cultures
Page 67
School of Languages, Linguistics and Cultures
Please note that these modules are not Masters level – they are at Levels
4, 5 or 6 and are therefore subject to various restrictions as detailed on
pages 19 to 21.
88001 Communicating Gender and Sexuality Level 6 (20 Credits)
Co-ordinator
Dr. Lucy Jones, [email protected]
Availability
Semester 1&2 (Long thin)
Assessment 2,000-word essay, 3,000-word project, 5-minute presentation
Content and Aims
This module is designed for students who have an interest in the study of
language and some prior experience of linguistics, and who are interested
in exploring the sociocultural role that language plays in constructing and
representing gender and sexuality. The module facilitates students'
exploration of stereotypes and ideologies, drawing on feminist theory to do
so. Students utilise qualitative research techniques in their assessment,
and learn about research ethics.
Semester available
Long and thin
Assessment 2,000-word essay, 3,000-word project
5-minute presentation showing work-in-progress towards Assessment 2
(Formative: no weighting)
The module aims to facilitate students’ exploration of theories surrounding
how language both reflects and perpetuates notions of gender difference
and expectations surrounding sexuality. Students will engage critically with
stereotypes and employ qualitative analysis in order to make sense of real
data. Students have the opportunity to produce an original piece of work
which contributes to the field of language, gender and sexuality, focusing
on an aspect of gender and/or sexuality that interests them.
Page 68
Passport Courses in Modern Languages (20 Credits)
The School of Languages, Linguistics and Cultures provide language
courses at various levels (from absolute beginners to post A -levels) in a
great variety of European and world languages. These passport courses
involve two hours of tuition a week over two semesters. All levels are
worth 20 credits.
The students taking these are expected to undertake assessed
coursework and take examinations as well as to make full use of the
Institute’s extensive open learning facilities (videos, satellite TV,
computers, DVD’s etc).
All levels are assessed by coursework (semesters 1 & 2) and a written
examination (semester 2 only).
Important Note on Registering for Passport Modules
These modules are also used by undergraduate students as free
electives. Free electives are normally chosen in spring for commencement
in the following October. You are therefore advised to choose passport
modules in advance, in the preceding March/April to start in Semester 1 of
the following academic year. If you do not do so, then it is unlikely that The
School of Languages, Linguistics and Cultures will be able to
accommodate you as the modules will already be fully subscribed.
Passport Level 1
These modules aim to give beginners an introduction to the language and
survival skills in a number of basic areas. Teaching will concentrate on
practical language skills, with a strong emphasis on speaking and
listening. Short audio and video recordings and simple authentic texts will
form an important part of the teaching materials. In addition to language
skills, there will also be a cultural element incorporated in the course. On
completion of the course, students will be expected to have reached level
A2 as defined by the European Common Language Framework.
Pre-requisites: Students whose level is beyond A1 (European Language
framework) or who have a GCSE or beyond in the language studied are
not eligible for Passport 1.
Page 69
Passport Level 2
These modules are designed to build on the practical skills acquired in
Passport 1, developing further the receptive skills and productive skills,
including writing. Regarding their comprehension, students will move on
from the simple identification of factual information to the ability to
understand the gist of a text and specific details. The emphasis will be on
improving students’ confidence in using the basic structures of the
language as well as building up their range of vocabulary. Materials used
will include authentic spoken and written texts. In addition to language
skills, there will also be a cultural element incorporated in the course. On
completion of the course, students will have progressed towards level B1
defined by the European Common Language Framework.
Pre-requisites: A pass in passport level 1 or equivalent. Students whose
level is beyond B1 (European Language Framework) or who have a GCSE
or beyond in the language studied are not eligible for Passport 2.
Passport Level 3
These modules are designed for students who aspire to study or work in a
foreign native-speaker environment in the future. Classes are generally
conducted in the target language. Students will consolidate their
knowledge, widen their range of vocabulary and develop further their
accuracy and fluency. Discussion and debates on specific topics relating to
the students’ areas of study and interest will be included. Materials used
will include recordings from radio and television, film extracts, newspaper
and magazine articles. In addition to language skills, an element of cultural
study concerning the variety of countries speaking the target language will
be incorporated. On completion of the course, students will be expected to
have reached level B1 as defined by the European Common Language
Framework.
Pre-requisites: A pass in Passport Level 2, a GCSE or equivalent.
Students whose level is beyond B1 (European Language Framework) or
who have a AS-level or beyond in the language studied are not eligible for
Passport 3.
Page 70
Passport Level 4
These modules are designed for students who wish to study or work in a
foreign native-speaker environment. Classes are almost always conducted
in the target language. Students will be encouraged to read and to analyse
critically newspaper and magazine articles as well as to watch TV in the
foreign language regularly. They will also be expected to play an active
role in classes, engaging in debates and discussions. There will be a
strong emphasis on developing the students’ awareness of registers,
current affairs and various cultural events taking place in the countries
linked with the target language. On completion of the course, students will
be expected to have reached level B2 as defined by the European
Common Language Framework.
Pre-requisite: A pass in Passport 3, an AS-level or equivalent. Students
whose level is beyond B2 (European Language Framework) or who have
an A-level or a degree in the language studies are not eligible for Passport
Passport Level 5
These modules aim to allow students of various disciplines to build up their
language skills in the target language, to develop their ability to use the
language in many different subject areas and to heighten their awareness
of registers and style. The objective is for students to engage in
discussions, organise debates and present work in seminars dealing with
their specialist subject areas as well as more general topics. In addition to
grammatical and lexical development the course will focus on linguistic
issues such as differences of style and register. On completion of the
course, students will be expected to have reached level C1 as defined by
the European Common Language Framework.
Pre-requisites: A pass in Passport 4, an A-level or equivalent. Students
whose level is beyond C1 (European Language Framework) or who have
a degree in the language studied are not eligible for Passport 5.
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Passport 1
Arabic 59301
Chinese 59091
Dutch 59041
French 59001
German 59011
Italian 59021
Passport 2
Passport 3
Passport 4
Passport 5
Arabic 59302
Chinese 59092
Dutch 59042
French 59002
French 59003 French 59004 French 59005
German 59012 German 59013 German 59014 German 59015
Italian 59022
Italian 59023
Italian 59024
Italian 59025
Portuguese 59371 Portuguese 59372
Japanese 59061 Japanese 59062 Japanese 59063 Japanese 59064
Russian 59341
Spanish 59031
No-prior knowledge
Russian 59342
Spanish 59032
Passport 1
Russian 59343
Spanish 59033 Spanish 59034 Spanish 59035
Passport 2 GCSE
equivalent
CEF* A2 Post- begin- CEF A2+ Lower inter- CEF B1
ner
mediate GCSE
intermediate
equivalent
AS-level
equivalent
Passport 3 AS-level
equivalent
Passport 4 A-level
equivalent
CEF B2 Upper inter- CEF C1
mediate A-level
Advanced Post
equivalent
A-level
* = Common European Framework
* Do you want to know more?
Contact:The School of Langauges Linguistics & Cultures
Tel. 01482 466182
E [email protected]
www.hull.ac.uk/languages
Passport Modules:
Tomoko Miyairi
Room 101c, Larkin
[email protected]
Page 72
15550 French for Scientists (Credits)
Coordinator Janine Kopp, [email protected]
Contact time: 3 hourly lectures on Cultural and Scientific issues
connected with French-speaking countried (in English) 18 2-hour sessions
(language tuition)
Aims
To provide a scientific application / use of French and to prepare for field
trips / placements. Topics studied will be personal identification, directions,
food, accommodation, health etc. Role-plays, listening for gist and details,
reading for gist and details are an important component of the course.
Introduction to culture and scientific terminology in French.
ASSESSMENT
A listening test general and scientific French in Semester 1 (20%).
A speaking test in French in class in Semester 2 (20%)
An oral presentation on their research project taking place in class at the
end of Semester 2, in English / the abstract is produced in French (30%). A
written class test in Semester 1 (30%)
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English as a foreign language
49055 Online English Language (20 Credits)
Semester available
1
Level 4
Coordinator
Rebecca Reeder, Tel. 6181 [email protected]
Contact time
Purely online
Assessment
Various methods
Constraints
The student's first language must NOT be English
Content and Aims
This module offers students the flexibility of working at times that suit them
on a range of topic areas. The broad topics that are used are: Education;
Health; Politics and the Media; the Environment. Within these topic areas,
students work on listening skills, reading skills, writing skills, vocabulary
development, grammar, pronunciation and discussions.
49056 British Society and Culture (20 Credits)
Semester available
1 (runs over two semesters)
Level 4
Co-ordinator
Howard Jopp
Contact time
One two-hour seminar per week
Assessment
Various methods
Constraints
The student’s first language must not be English.
Students must take a placement test; please check date with the
The School of Languages, Linguistics and Cultures
Content and Aims
This module provides non-native speakers of English at an
upper-intermediate or advanced level with a chance to develop their
English language skills in a subject area of practical use to them while they
are living and studying in the UK and later on in their careers. Students will
study key areas of modern British society and culture and also the
behaviour and attitudes of British people. Students will work and be
assessed on all four skills (listening, speaking, reading, writing) and there
will be an emphasis on vocabulary acquisition. Topics include media,
British identities, politics, the monarchy, the law, education, behaviour and
attitudes of the British and origins of the English Language.
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49057 High–Level General English (20 Credits)
Semester available 1 & 2
Level
5
Co-ordinator
Julia Pattison
Contact time
One two-hour seminar per week
Assessment
Various methods
Constraints
The student’s first language must not be English. Students
must take a placement test; please check date with the The School of
Languages, Linguistics and Cultures
Content and Aims
This module is aimed at students who already have an advanced level of
English and who would like to develop their General English skills (reading,
writing, speaking and listening) to the highest levels of proficiency.
Extensive practice will be provided using English in a wide range of written
and oral contexts, with input on complex grammar structures and
development of sophisticated vocabulary use. Content focus will be on
topics of general relevance and interest, relating to English-speaking
culture and society. By the end of this module, students should be
well-prepared to deal with the demands of full participation in professional
and social life in an English-speaking country.
49058 English for Law (20 Credits)
Semester available 1 and 2
Level
4
Coordinator
Jane Bowes [email protected]
Contact time
One two-hour seminar per week
Assessment
Various methods
Constraints
The student's first language must NOT be English.
Students must take a placement test; please check with the The School of
Languages, Linguistics and Cultures
Content and Aims
The course is designed primarily for people at an upper-intermediate or
advanced level who are studying law, or who intend to study law in the
future, and for those who would like to work on English in legal contexts.
Focusing on academic legal English, the course will enable students to
read and critically analyse statutes and cases, write legal essays, listen to
lectures, discuss legal issues and give presentations. Using a range of
authentic materials, including DVD and audio extracts, law articles, cases
and statutes, students work on all four skills, as well as grammar and
law-related vocabulary.
Page 75
49078 Online English Language (10 Credits)
Semester available
1
Level
4
Coordinator
Rebecca Reeder
Contact Time Purely online
Assessment
Various methods
Constraints
This module is not open to students whose native
language is English or who have been educated in English.
Aims and Content
The aim of this module is to equip students with the skills required to
achieve level B2 of the Common European Framework, using an
innovative approach. Students will be able to complete the module at a
distance. Within the overall constraints of the academic year, students can
work through the module in their own time and at their own pace but with
tutor guidance, support and feedback. It is designed for students who want
to improve their level of English in flexible circumstances and become part
of an online language-learning community.
49079
Online English Language (10 Credits)
Semester available
2
Level
4
Coordinator
Rebecca Reeder,
Contact time
purely online
Assessment
Various methods
Constraints
This module is not open to students whose native
language is English or who have been educated in English
Content and Aims
The aim of this module is to equip students with the skills required to
achieve level B2 of the Common European Framework, using an
innovative approach. Students will be able to complete the module at a
distance. Within the overall constraints of the academic year, students can
work through the module in their own time and at their own pace but with
tutor guidance, support and feedback. It is designed for students who want
to improve their level of English in flexible circumstances and become part
of an online language-learning community.
Page 76
49141 English for Maths, Science & Technology (Level 5) (20 Credits)
Semester Available
1 (runs over two semesters)
Co-ordinator
Chris Mercer, [email protected]
Contact time
One two-hour seminar per week
Assessment
Various methods
Constraints
Only available to 2nd year students. The student’s first
language must not be English. Students must take a placement test;
please check date with the The School of Languages, Linguistics and
Cultures
Content and Aims
The course is designed to help students in Maths, Science and
Technology disciplines to develop their understanding of the language in
these contexts, as well as enable them to express themselves both in
written form and orally within these contexts. It will also have some focus
on grammatical accuracy and vocabulary development. There is one
2-hour class per week over both semesters, and students are also
expected to spend some time each week on independent study.
88022 Sociolinguistics (20 Credits)
Semester available
1
Level
5
Coordinator Dr Lucy Jones, Tel. 5865 [email protected]
Contact time one hour per week lecture and one hour per week seminar
Assessment one 3000-word essay (75%) and one classroom test (25%)
Content and Aims
This module explores the nature and extent of language variation. As
speakers of a language, we are aware of regional and social differences
and that our linguistic choices are likely to influence the way in which we
are perceived by others. We will explore these aspects of language, using
studies of English- speaking communities and the way in which they
provide insights into the processes of language change
Page 77
88121 – Portuguese for Scientists
Coordinator Dr Maria dos Santos Lonsdale [email protected]
Contact time 3 hourly lectures on Cultural and Scientific issues connected
with Brazil (in English) 18 2-hour sessions (language tuition)
Content and Aims
To provide a scientific application / use of Brazilian Portuguese and to
prepare for field trips Topics studied will be personal identification,
directions, food, accommodation, health etc. Role-plays, listening for gist
and details, reading for gist and details are an important component of the
course. Introduction to culture and scientific terminology in Portuguese.
Page 78
Music
25966 Musicological Contexts (20 Credits)
Semester available 1 & 2
Coordinator Dr A Binns, Tel. 5884 [email protected]
We will also explore variation at a broader level considering the complex
linguistic choices available in bilingual communities, where groups of
minority– language speakers interact with a wider society, or multilingual
societies, such as India or Singapore, where there is no assumption that
being monolingual is the norm.
Constraints
Normally MMus students only
Contact Time One hour per week
Assessment
Seminar presentation (30%); critique of 2 guest seminars
(800–1000 words each) (20%); 2000-2500 word scholarly review essay
on a topic or issue emerging from the set texts (50%).
Content and Aims
The module foregrounds the study of music in critical, social and cultural
contexts and places your specialism within this broader consideration.
The module focuses on key texts of musicology and students are also
introduced to a range of visiting specialists’ research areas through a
series of Research Seminars. A topic or issue for the scholarly review
essay is chosen in consultation with the module convenor and emerges
from the set texts studied as part of the module.
25965 Music Research Methods (20 Credits)
Semester available 1 & 2
Coordinator
Prof. Christopher Wilson,Tel. 5609
[email protected]
Constraints
Postgraduate students only
Contact time
One hour per week
Assessment
Folio of exercises based on different techniques of
information retrieval (30%), research proposal (20%), supporting
bibliography (20%), seminar presentation (30%).
Content and Aims:
To set out the techniques appropriate to postgraduate music research,
including the use of IT, principles of descriptive bibliography, the
acquisition of bibliographical control, and the methods of source-critical
research; to become familiar with the standard literature in the area of the
student’s research interests and to present an overview of it in a research
seminar.
Page 79
History
20425 History ‘departmental research seminar presentation’ is
compulsory for all History students- See page 90
20259 The Imperial Crisis: Britain and America 1760-1776 (20 Credits)
Semester available 2
Coordinator
Dr Charles Prior
Contact time
20 hours
Assessment
Coursework
Content and Aims
This module examines elements of political conflict that occurred between
England and American colonies between 1730 and 1776. It will deal
specifically with the vast number of printed pamphlets and sermons that
served as the conduit for a trans-Atlantic debate on the nature of the
British constitution, the jurisdiction of the crown, the relation of religion to
the state, and the legal status of colonies. It also seeks to restore the
Atlantic perspective to the way in which we approach eighteenth-century
British history for, as the British civil wars and domestic constitutional
conflicts defined the seventeenth century, the problem of empire, colonies,
and constitutional jurisdiction was perhaps the most crucial problem in the
period covered by this module.
20484 The Anarchy of King Stephen’s Reign (20 Credits)
Semester available 2
Coordinator
Professor D. Crouch, Tel. 5613 [email protected]
Contact time
20 hours
Assessment
coursework
Content and Aims
This module focuses on the succession dispute and civil war which followed the death of King Henry I in 1135. Particular attention will be given
to areas of historical controversy including the character and ability of
King Stephen and his opponents; the role of women in this era; the use of
propaganda; the motivation and actions of the baronage; and the extent of
anarchy in England. Although the main emphasis is on political history
there will also be some coverage of the more important social and cultural
developments of the period. The major themes of the course will be
studied with reference to contemporary sources and the wealth of
secondary material which is readily available, and will focus on the
problems relating to the history of England and northern France in the mid
twelfth century and the substantial source materials relating to the history
of England and northern France during the mid twelfth century.
Page 80
20486 Medieval Yorkshire: from the Norman Conquest to the Wars of the
Roses (20 Credits)
Semester available 2
Coordinator
Dr J. Walker, Tel. 5490 [email protected]
Contact time
20 hours
Assessment
coursework
Content and Aims
This module examines the history of the north of England with special
reference to Yorkshire during the eleventh and thirteenth centuries,
covering political, religious, social and economic developments. It will do
so through the critical examination of the wealth of contemporary primary
source material. The module will cover themes relating to the history of the
north of England with special reference to Yorkshire in the period from the
Norman Conquest to the wars of the Roses.
20574 Experiencing the German Past (20 Credits)
Semester available 1
Coordinator
Professor P. Wilson, Tel 5382 [email protected]
Contact time
20 hours
Assessment
coursework
Content and Aims
This module aims to introduce key historiographical themes in German
history, to examine a variety of sources for understanding the German
past, and to help students to develop the skills required to participate fully
in the remainder of the MA. A distinctive feature of the module is its
flexibility that allows students to engage with key themes and sources
across a broad sweep of German history, and so assist them in placing
issues raised in the option modules and dissertation in their wider
historiographical context. The module also looks at the issues and sources
at the forefront of research in German history, the techniques applicable to
advanced scholarship in this field, and the contested nature of the German
past, its relationship to wider issues in European history and the diversity
of traditions within the German past and its peculiarly complex
constitutional history, as well as other essential concepts, theories,
techniques and methodologies relating to German history.
Page 81
20576 Key Debates and Sources in Imperial History (20 Credits)
Semester available
1
Coordinator
Dr D.E. Omissi, Tel. 5629 [email protected]
Contact time
20 hours
Assessment
coursework
Content and Aims
The aim of this module is to familiarise students with key debates in
imperial history and with the central primary sources required for research
in imperial history. The module covers the comparative history of empire,
with an emphasis on British imperial history, across a broad chronological
scope, and introduces students to the debates among historians that have
shaped imperial history over time, within the framework of the political,
social, military and cultural aspects of imperial power. The module also
covers topics such as the historical processes of imperial expansion and
empire building, colonisation and decolonisation and the complex
demographics of empire such as migrations and diasporas, and key
categories of analysis used in imperial history such as post-colonialism,
gender and the New Imperial History.
20589 Liberty and Authority, Law and Custom: Constructing Life and Work
at Sea (20 Credits)
Semester available
2
Coordinator
Dr R. Gorski, Tel. 5183 [email protected]
Contact time
20 hours
Assessment
coursework
Content and Aims
This module provides advanced study of a major theme in the
department's maritime historical provision, namely seafaring. The module
seeks to examine constructions of 'Jack' (the archetypal seaman) from the
mid-18thC onwards, with a particular emphasis on modern historiography
such as Rediker, Bolster, Sager, Vickers and Gerstenberger. It will connect
with numerous debates in social history, including gender/masculinity;
identity/isolation; stereotypes (including race); power and class relations,
and the history and historiography of shipboard life and labour in the
prescribed period Each of these will be discussed in relation to the
module's defining themes (in the title), which went a long way towards
defining the experiences of those who lived, worked and sojourned at sea.
Page 82
20605 The Parisi: Iron Age and Roman East Yorkshire (20 Credits)
Semester available
2
Coordinator
Dr P. Halkon, Tel. 6629 [email protected]
Contact time
20 hours
Assessment
coursework
Content and Aims
The Parisi were the people who, according to Ptolemy, occupied eastern
Yorkshire during the Roman period, and possibly in the Iron Age. We aim to
explore the nature of these people through examination of the
archaeological evidence for settlements, territorial division, burial, and
trade and industry, including one of the oldest iron production sites in
Britain. We will then examine the archaeology of Roman East Yorkshire
through the study of military sites, towns, villas and rural settlement, trade
and industry and religion and assess the impact and extent of
Romanization on the region.
20633 India and the Two World Wars (20 Credits)
Semester available
2
Coordinator
Dr David Omissi, Tel. 5629 [email protected]
Contact time
20 hours
Assessment
Coursework
Content and Aims
This module will introduce students to India’s military history between 1914
and 1945, to the extensive recent historiography on the subject, and to
relevant primary sources in English. Topics include the Indian Army on the
western Front, 1914- 15; the campaign in Mesopotamia and Palestine,
1914-18; the impact of nationalism; Indianization; preparations for war in
the 1930s; the Indian Army in the Middle East and Italy, 1939-45; Quit
India, 1942; the campaigns in Malaya, Singapore and Burma, 1942-45;
Subhas Chandra Bose and the Indian National Army.
Page 83
20701 Research Design and Strategy for Historians (20 Credits)
Semester available
1
Coordinator
Dr J P Haseldine, Tel. 5600 [email protected]
Contact Time 20 hours
Assessment
Coursework and oral presentation
Content and Aims
The module aims to introduce students to the process of project planning in
the research context in History in particular and the humanities in general;
to provide training in framing research statements and proposals, and in
communication skills; and to provide training in bibliographical skills and
subject- specific internet skills. The module focuses on the practical issues
involved in project planning and the design and delivery of research
dissertations, at Masters, MPhil or doctoral level. It includes practical
exercises in framing research statements, and making research
presentations and bibliographical and internet skills. Taken at the outset of
a research degree, the module offers the opportunity to give essential early
direction, and student feedback suggests that this saves valuable time in
getting dissertations underway.
20703 Palaeography (20 Credits)
Semester available
2
Coordinator
Dr JP Haseldine, Tel. 5600 [email protected]
Contact time
10 hours
Assessment
Exercise
Content and Aims
The module provides an introduction to the study of handwriting of primary
source material from the early Middle Ages to the Early-Modern period. The
course and assessment includes Latin Palaeography. Students should
have a reading knowledge of Latin or be enrolled for module 20708,
Medieval Latin.
Page 84
20705 The Ship in History (20 Credits)
Semester available
1
Coordinator
Dr R Gorski, Tel. 5183 [email protected]
Contact time
20 hours
Assessment
coursework
Content and Aims
The module examines the role and development of technology in man’s
ability to use the sea. Starting with the classical Mediterranean, the
development of ships and port facilities will be studied in weekly 2- hour
workshops. Two sessions are also devoted to studying the source materials
that historians and archaeologists use to trace the history of the ship.
20706 European Fisheries History (20 Credits)
Semester available
2
Coordinator
Dr R Robinson, Tel. 6428 [email protected]
Contact time
20 hours
Assessment
essay
Content and Aims
The objectives of this module are to asses the significance of the fisheries
in Europe’s economic, political and social history; to analyse the factors
which have conditioned the scale and prosperity of commercial fishing
since medieval times; and to identify the long-term ecological and
environmental ramifications of commercial fishing activity.
20708 Medieval Latin (20 Credits)
Semester available
2
Coordinator
Dr J.P. Haseldine, Tel. 5600 [email protected]
Contact time
24 hours
Assessment
coursework
Content and Aims
This module is an introduction to Medieval Latin for beginners, and
assumes no prior knowledge of the language. It is designed to provide
students with a basic reading knowledge of Medieval Latin suitable for the
study of some common types of sources material, including charters,
historical narratives and liturgical texts. The module comprises a series of
workshop-style seminars which cover basic Latin grammar and translation.
Page 85
20505 Sources and Methods for Maritime History (20 Credits)
Semester available
2
Coordinator
Dr R Gorksi, Tel. 5183 [email protected]
Dr DJ Starkey, Tel. 5882 [email protected]
Contact time
20 hours
Assessment
essay or project
Content and Aims
This module aims to develop students’ understanding of the maritime
dimension of history since the early-modern period, and to examine
selected primary source materials and assess their utility to students of
shipping and trade.
20719 Communism in the Soviet Union and Eastern Europe, 1945–1991
(20 Credits)
Semester available
2
Coordinator
Dr P Grieder, Tel. 5652 [email protected]
Contact time
20 hours
Assessment
coursework
Content and Aims
The module aims to introduce students to a number of themes in the
history of Communism in the Soviet Union and Eastern Europe after 1945;
to introduce students to the study of specific countries in the region; to
develop in students a broad understanding of recent trends in the
historiography of the subject and where appropriate, to provide training in
skills necessary for archival research. The module is intended to be
flexible, and to adapt to the particular interests of the students taking it. At
its core will be a series of semesters which will place particular themes and
countries in both an historical and historiographical context. Students will
have the opportunity to study the workings of Communism as it was
practiced in the Soviet Union and Eastern Europe after 1945.
Page 86
20720 Winston Churchill Second World War as History (20 Credits)
Semester available
2
Coordinator
Dr D Omissi, Tel. 5629 [email protected]
Contact time
20 hours
Assessment
coursework
Contents and Aims
The module aims to introduce students to the historical writings of Winston
Churchill; to help students develop the skills needed to critically evaluate
Churchill’s work; to introduce students to the relevant historiography, and
to provide training in the use of primary sources. The module will be build
around a series of seminars which look in detail at Churchill’s treatment of
particular historical events in his memoirs, in the light of other evidence
and of recent Churchill scholarship. A range of topics will be offered, and
the students taking the module will select from them those areas of most
interest to them. Themes may include some or all of the following;
appeasement, Anglo-Soviet relations, the fall of Singapore, the war
conferences, the home front, Churchill’s relationship with Roosevelt, the
fate of Poland, the war at sea and in the air, the election of 1945, and the
impact of the Cold War on Churchill’s writing.
20721 Decolonisation: The Transition from British Rule in Asia, Africa and
the Middle East (20 Credits)
Semester available
2
Coordinator
Prof. Simon Smith, Tel. 5172 [email protected]
Contact time
10 hours
Assessment
coursework
Content and Aims
The module aims to introduce students to theories of decolonisation; to
develop in students a broad understanding of recent trends in
decolonisation historiography; to introduce students to a number of case
studies in the study of British decolonisation; and where appropriate to
provide training in skills necessary for archival research. The module will
be built around a series of seminars which will place particular case
studies in both an historical and historiographical context. The selection of
case studies will be finalised in discussion with those taking the module.
Students will have the opportunity to study British decolonisation in a
number of regions including South Asia, South-East Asia, the Middle East
and Africa.
Page 87
20643 Military Society of the Middle Ages 1000-1400 (20 Credits)
Semester available
2
Coordinator
Professor David Crouch
Contact time
20 hours
Assessment
Coursework
Content and Aims
The module aims to examine the evolution of the concept of a military
noble class in western society in the period 1000-1400. It will do so
through the critical examination of contemporary source material, artefacts
and sites and will cover key concepts of chivalry and class, the noble code
called chevalerie, ensigns of nobility and the career of the soldier and the
construction of armies.
20734 Late Saxon and Norman Yorkshire (20 Credits)
Semester available
2
Coordinator
Dr John Walker
Contact time
20 hours
Assessment
Coursework
Content and Aims
This module examines the history of Yorkshire during the eleventh and
twelfth centuries, covering political, religious, social and economic
developments. It will do so through the critical examination of the wealth of
contemporary primary source material and topics covered include
Yorkshire from Domesday, knights and castles, monasticism and the reign
of King Stephen.
20711 War and Peace in early Modern Central Europe (20 Credits)
Semester available
2
Coordinator
Professor Peter Wilson
Contact time
20 hours
Assessment
Coursework
Content and Aims
Topics include Prussia as exemplar ‘power state’; absolutism and war; the
fiscal-military state; social militarisation; collective security and conflict
resolution in the Holy Roman Empire; wars against the Ottoman Empire;
individual experience of war; war, peace and state formation.
Page 88
***** Humanism and Reformation (20 Credits)
Semester available
2
Coordinator
Dr David Bagchi
Contact time
20 hours
Assessment
Coursework
Content and Aims
The aim of this module is to provide an opportunity for graduate students to
engage with key current debates concerning the relationship between
Renaissance humanism and the theology of the sixteenth-century
Reformation. A distinctive feature of this module is that it is intended to be
flexible, and can be adapted to the particular interests of the students
taking it by the selection of case-studies. Seminar topics will include
scholasticism and humanism, the Swiss Reformation and the Council of
Trent.
20714 The Archaeology of the Castle (20 Credits)
Semester available
2
Coordinator
Dr Helen Fenwick
Contact time
20 hours
Assessment
Coursework
Content and Aims
The module examines the archaeological evidence for castles, primarily in
England and Wales, their origins, development and a range of themes
such as the social context of castle construction, the use of the castle
during the conquest of Wales and the military and domestic roles of the
castle.
20730 Themes in Military History (20 Credits)
Semester available
1
Coordinator
Dr Andrew Ayton
Contact time
20 hours
Assessment
Coursework
Content and Aims
The module aims to cover several important themes in military history
which will reflect the variety and breadth of the study of war including
revolutions in military affairs, war and state formation, battlefield histories,
commemoration, war and imperialism, and war at sea.
Page 89
20732 Medieval Life and Society (20 Credits)
Semester available
1
Coordinator
Professor David Crouch
Contact time
20 hours
Assessment
Coursework and exam
Content and Aims
The module aims to examine the structure of medieval society, social,
economic and ecclesiastical. It will do so through the critical examination of
contemporary source material, artefacts and sites. The module will
examine economic growth and decline, mortality crises, agricultural and
urban economy, social structures and social coercion in the period
1000-1500.
20426 Pomp as Politics: The Princely courts of Germany and France
(20 Credits)
Semester available
2
Coordinator
Dr Thomas Biskup
Contact Time 20 hours
Assessment
Coursework
Content and Aims
The module aims to introduce students to important themes in the history
of monarchy, courts and ceremonial, which will reflect the variety and
breadth of court studies, but which will in particular highlight the role of
ceremonial as a key feature of early modern politics. The following themes
will be included: the structure of the princely households; courts and state
institutions, models and traditions;domestic and dynastic ceremonial such
as weddings, embassies and visiting princes; the costs and economies of
princely courts; and case students of the court of France and the Holy
Roman Empire. The module will arrive at conclusions about the changes
and decline in princely courts over time.
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20425 History Departmental Research Seminar Presentation (10 Credits)
Semester available
1&2
Coordinator
Dr Julian Haseldine
Contact Time 10 hours approx.
Assessment
Seminar presentation
Content and Aims
This is a required module for students registered for PhD or MPhil
programmes in History (it cannot be taken with 05042, Departmental
Presentation and forms part of the 1/3 rule for the presentation group of
modules). The aim of the module is to promote attendance at and
participation in the department’s programme of research seminars by
research students; the seminars form an essential part of the Department’s
research environment and are considered necessary training for research
students registered for higher research degrees (PhD, MPhil). Students
will a) present a paper either at the Department’s annual research
students’ day colloquium or at the regular departmental research seminar,
and b) attend two thirds, but no fewer than four, of the Department’s
regular research seminars. Students preparing papers will be advised by
their designated research supervisors.
Philosophy
35050
Poststructuralist Theories of the Body (20 Credits)
Semester available
2
Coordinator
Gill Jagger, Tel. 6636
Assessment
2 research essays
Content and Aims
Bodies and Power, Writing the Body, Performativity, The Materiality of the
Body, Bodily Imaginaries, Bodily Integrity
27951 Philosophical Research Methods (20 Credits)
Semester available
1
Coordinator
Dr A. Hatzistavrou, Tel. 5662 [email protected]
Contact time
Eight 2 hour sessions
Assessment
2 research essays
Content and Aims
To acquaint philosophy students with a wide range of research
methodologies and to introduce them to active researchers within the
department, and foster publication strategies.
Page 91
Social Sciences
(Anthropology, Criminology, Gender Studies, Social Policy/Social Justice,
Social Work and Sociology)
Graduate Research Director
Dr Suzanne Clisby
T 5781
E [email protected]
Postgraduate Administrator
Kayleigh Connell
T 6090
E [email protected]
The following is meant to be read alongside the general introduction to the
Postgraduate Research Training Programme and the department’s
Research Student and Postgraduate Module Handbooks. At the beginning
of their course, supervisors and research students should together discuss
and agree an appropriate individual programme of research training,
drawing both from University wide and Departmental modules, as well as
modules provided by other departments where these are of particular relevance. Though there are no compulsory modules specified for research
students in the Department of Social Sciences, the following provides
some general guidance together with a list of modules that are strongly
recommended. In all cases, however, the choice of modules and schedule
must be agreed by supervisors and students who are best able to decide
on the most appropriate programme of research training. The research
training scheme is not intended to replace, but rather to build on a solid
academic background in the disciplinary area (generally equivalent to an
ESRC recognized research training Masters programme), and is
specifically meant to assist students in enhancing the knowledge and skills
they already have and developing them over the course of completing their
research.
Year 1 (PT Students year 1-2)
Major Activities:
Research training and preparation of research proposal and papers for the
MPhil upgrade (see Departmental Research Student Handbook).
Page 92
Recommended Modules:
Departmental Postgraduate Workshop (10 – 20, see below)
One or more additional research training modules as appropriate: this might
be a generic research training module, one or more of the modules from the
stream of Applied Social Research modules or a more substantive
specialist MA level module (10 -20 credits, see below).
Research Progress Report (10 credits)
Viva Voce on Research Progress Report (5 credits) No more than 60 credits
should be completed during year 1.
Year 2 (PT Students years 2-3)
Major Activities
As the majority of students will be undertaking empirical research, there are
no recommended modules. Any additional training needs will be discussed
as part of the Annual Review and Personal Development Planning at the
end of that year.
Year 3 (PT Students years 4-5)
Major Activities Data analysis, thesis writing and completion of PGTS
credits.
Recommended Modules
Organizing or assisting with the Organization of Conference, Conference
Paper Presentation, etc. (see University Level Modules). Research
Students undertaking tutorial teaching are also strongly encouraged to take
Introduction to Teaching and Learning in Higher Education.
PG Modules in the Department of Social Science. In addition to the
Postgraduate Workshop, departmental modules are roughly divided
between those modules that form a core part of the Applied Social
Research Programme and specialist modules drawn from across
anthropology, criminology, gender studies, social policy, social work and
sociology.
Page 93
Postgraduate workshop
36952 Postgraduate Workshop 1 (Semester 1, 10 credits)
36953 Postgraduate Workshop 2 (Semester 2, 10 credits)
Coordinator
Dr Suzanne Clisby, T 5781
E [email protected]
Assessment
participation and presentation of a seminar/workshop
session either individually or in a group.
Content and Aims:
The aims of the postgraduate workshop are two- fold:
•
To provide a forum for research students to present, discuss and
collectively work-through both practical issues and substantive topics
related to the research process.
•
To provide a forum for individual students to gain experience in
presenting their work to others, and to benefit from the knowledge and
constructive criticism of their peers.
The workshop consists of a series of two-hour seminar discussions which
are generally student led, though it will also include members of staff who
are presenting their work in a series of informal research luncheons to the
wider department. Students may earn 10 credits for each semester of the
postgraduate workshop, up to a maximum of 20 credits towards the 60
credits of training modules required under the University’s Postgraduate
Training Scheme.
Applied Social Research Modules
The following modules form a core component of a number of ESRC
recognized research training programmes. They are open to all taught and
research postgraduates from across the University.
Page 94
36939
Coordinator
Availability
Assessment
Philosophical Issues in Social Research (10 credits)
Dr Vassos Argyrou, T 6305 [email protected]
Semester 1
3,000 word essay
Content and Aims
This module aims to introduce students to some of the major philosophical
issues and debates within social science research. It addresses the epistemological status of social research, claims about ‘truth’ and ‘validity’ and the
relationship between ‘theory’ and ‘practice’.
35702
The Research Interview (10 credits)
Coordinator
Dr Lisa Dikomitis, T 5195 [email protected]
Availability
Semester 1
Assessment
2500 word reflexive account of two of three practical exercises carried out in class.
Content and Aims
This module will introduce the research interview as a means of data collection. It will distinguish between interviews with greater or lesser degrees of
structure and will identify the skills needed to carry out both forms successfully. It will also briefly discuss how to analyse qualitative interview data.
The course will consist of a mixture of lectures, guest talks by researchers
and practical sessions.
35703
Coordinator
Availability
Assessment
Survey Methods and Questionnaire Design (10 credits)
Dr Ruth Butler, T 5788 E [email protected]
Semester 1
One piece of coursework – 2500 words
Content and Aims
The module aims to introduce students to the theoretical and practical
issues involved in the designs of questionnaires and the successful
execution of survey work. As well as giving them increased research skills
in line with many disciplinary benchmarks it also provides transferable skills
of communication (both verbal and written).
Page 95
36932
Coordinator
Availability
Assessment
Ethnographic Practice (10 credits)
Dr Mark Johnson, T 6086 [email protected]
Semester 1
3,000 word essay
Content and Aims
This module provides both a theoretical and practical introduction to ethnographic research. It enables students to critically think through the various
methodological and ethical issues involved where the individual researcher
is the primary instrument of data collection.
36150 Statistical Modelling (20 Credits)
Coordinator Prof. Monica Magadi, [email protected]
Availability Semester 2
Assessment: Assessment for this module comprises one piece of course
work, worth 100% of the overall module mark. This will be a technical
report (word limit of 4,000) based on data analysis tasks covering various
statistical techniques covered in the course.
Content and Aims
The module will enable students to:
•
acquire expertise in the use of modelling techniques to analyse
continuous and categorical data;
•
acquire skills in multiple linear regression, including model
selection strategies and regression diagnostics;.
•
apply a range of analytical tools for analysis of multiway
contingency tables.
•
carry out log-linear and logistic regression analyses of categorical
data.
•
be familiar with a range of applications of multilevel models in so
cial and health research;
•
develop the ability to analyse a range of statistical models using
SPSS and MLwiN; and write logical and coherent reports on
statistical analysis
Page 96
36945 Central Issues in Applied Social Research (10 credits)
Coordinator
Keith Tester, T 5532 [email protected]
Availability
Semester 2
Assessment
1 x 3,000 words written assignment
Contents and Aims
This module is open in content to enable students from a diverse range of
backgrounds with research interests across a wide spectrum to negotiate
relevant issues to be addressed, within a basic framework. This follows the
basic premise that social research is a practical activity which cannot be elevated into disciplinary form. It uses the research process to define the
content by students' active selection of relevant issues through investigation and discussion. The module is divided into three sections to accommodate this process: discussion of what social research is and of why, how
and under what conditions it is undertaken, followed by discussion of selected issues in inquisition and exploration, and finally of issues in interpretation and analysis.
35953 Explorations of Qualitative Research (10 Credits)
Coordinator
Gill Jagger, T 6636 [email protected]
Availability
Semester 2
Assessment
One 2500 word piece of coursework.
Aims and Distinctive Features
The course will introduce students to the philosophical and ethical
viewpoints of qualitative research's supporters and critics. It looks at the
nature of qualitative data and its sources. Students are introduced through
practical classes to the practicalities of data handling, storing, coding and
analysing. This will be done both by hand and with the use of the computer
package. The practicalities of writing up reports using qualitative data will
also be explored in the context of the ethical and practical constraints
authors can find themselves in.
Assessment Strategies
The following assessment strategies are used within this module:
Students complete a single 2,500 word essay on the theory and practice of
qualitative research.
Page 97
Other Social Sciences Modules
36075 Feminist Theory Between Difference and Diversity (20 Credits)
Semester available
1 & 2 (long thin)
Coordinator
Dr R Alsop, Tel. 5728 [email protected]
Contact time
30 hours
Assessment
Each student gives two presentations (these can be joint
or group presentations if students numbers allow) (10% each). Students
have to submit a presentation report which gives not only details of the
presentation but also reflects on the discussion which followed the
presentation. Each report is worth 10% of the final mark. Additionally
students must submit a 2, 500 word essay at the end of the module (60%).
Content and aims
This module aims to develop Masters students’ critical understanding of
contemporary debates within feminist and gender theory. Drawing on a
range of sources, the module explores different theoretical approaches to
the process of becoming gendered. Issues examined in this module
include the role of the body in the process of becoming gendered, the
relationship between gender and the formation of subjective and political
identities, the impact of queer theory and the interaction between
materialist and poststructural accounts of gender.
35024 Key Issues in Identity Politics and Policies I: Diversity in a
post-national context (20 Credits)
Semester available
1
Co-ordinator
Mark Johnson, Tel. 6086 [email protected]
Content time
10 x 2 hour seminars
Assessment
One 3,000 word essay (70%),one 1,500 word essay (25%)
and one essay proposal and presentation (5%)
Content and Aims
The module is interdisciplinary and focuses on issues of cultural difference,
focused in particular on post colonialism, multiculturalism and migration. Its
aim is to bring theoretical perspectives to bear directly on social policy
issues and examine how policy concerns inform theoretical perspectives.
The module includes presentations and dialogue with academics who are
involved in the front line of policy development and implementation outside
of the University.
Page 98
35025: Key Issues in Identity Politics and Policies II: Cultural and
Practices of in/equalities (20 credits) Semester available 2
Co-ordinator
Mark Johnson, T 6086 [email protected]
Content time
10 x 2 hour seminars
Assessment
One 5,000 essay
Content and Aims
The module is interdisciplinary and focuses on issues of difference and
diversity centred around aspects of personal identity. Its aim is to bring
theoretical perspectives to bear directly on social policy issues and
examine how policy concerns inform theoretical perspectives. The module
includes presentations and dialogue with academics who are involved in
the front line of policy development and implementation outside of the
University.
35029 Histories of Punishment (20 credits)
Semester available
1
Co-ordinator
Dr Helen Johnston ([email protected])
Content time
10 x 2 hour lecture and seminar sessions Assessment:
One 4,000 word essay (100%)
Content and Aims
The aim of the module is to provide students with a critical analysis of the
development of punishment and penal policy, historically. In doing so it will
examine key changes in punishment in Britain during the period 1750 to
1914. the module will critical analyse the movement away from bodily
punishments, the theoretical perspectives on the birth of the prison, the
operation of the Victorian penal system and account for the ways in which
different offenders have been punished and how this has changed over
time (e.g. female offenders, juvenile offenders).
Page 99
35034 'Race' and Crime (20 credits)
Semester available
2
Co-ordinator
Dr Lucy Michael ([email protected])
Content time
10 x 2 hour sessions consisting of a lecture and
a seminar
Assessment
One essay 2,500 words (50%)
and one 2 hour exam(50%)
Content and Aims
To expose the students to complex and challenging perspectives on the
link between 'race' and crime. To enable the students appreciate the role of
the state in the criminalisation process. To assess policy decisions on race
and crime. The politics of criminalisation, prejudice, myths and
racism; criminal 'injustice'; 'race' and offending behaviour.
35038 Surveillance and Social Control (20 credits)
Semester available
2
Co-ordinator
Dr Mike McCahill ([email protected])
Content time
10 x 2 hour lectures/seminars
Assessment
One 4,000 word essay (100%)
Content and Aims
Surveillance is something which has always existed. In the tribal cultures of
pre-industrial society, for example, the level of social surveillance was
intense, because most people could see and hear just about everything
that was going on in the camp. In modern industrial societies, on the other
hand, surveillance processes were shaped by 'military competition
between the nation states, the rationalization expressed in bureaucracy
and the class imperatives of capitalism'. However, with the recent advance
of the so-called 'information revolution', many theorists have asked whether
the advent of modern computer, telecommunications systems and other
technological advances has given rise to a new surveillance, qualitatively
different from that which existed before. The central aim of this module is to
examine the implications of these developments for theorizing criminal
justice, policing and social control.
Page 100
35048 Feminist Perspectives in Social Research (10 Credits)
Semester available 1
Co-ordinator
Dr Lisa Dikomitis [email protected]
Content time
5x 2hour sessions
Assessment
One 2,500 word essay
Content and Aims
The module will introduce the theoretical and practical issues of carrying
out research emerging from feminist perspectives. It will examine how such
viewpoints influence the research process: from the formulation of the
research question through methodological issues such as the choice of
strategy, fieldwork considerations, the analysis of data to dissemination. It
will consider aspects of epistemology, ontology, ethics and power relations
within the research situation.
35750 Evil (20 credits)
Semester available
1
Co-ordinator
Dr Melissa Dearey ([email protected])
Content time
10 x 2 hour lecture and seminar sessions
Assessment
One two hour examination (50%) and one 2,500 word
essay (50%)
Content and Aims
This course addresses current trends in the study of evil, arranged over
three main sections:
"
Theodicy and the origins of an onto-theological concept of evil in
theology, rationalist epistemology and moral philosophy
"
Evil as symbol, myth and literary trope in the 'narrative' approaches
of psychoanalysis, hermeneutics and cultural studies
"
Evil as a product of collective and individual experience--shaped
by the body, gender, everyday life, and the state--as represented in 'postmetaphysical' theories of evil in sociology, anthropology, feminism, politics
and criminology
Page 101
35751 Contemporary Imprisonment (20 Credits)
Semester available
2
Co-ordinators Professor Peter Young ([email protected])
Dr Helen Johnston ([email protected])
Content time
10 x 2 hour seminars
Assessment
One 1,500 word short piece (30%), one 3,000 word essay
(70%)
Content and Aims
The aim of this module is to examine the use of imprisonment in contemporary society. More specifically, it will examine the comparative use of imprisonment in the UK, Europe and North America and critically evaluate the
functions and effectiveness of prison. It will go on to explore issues relating
to prison riots, disruptive prisoners and justice and legitimacy in the prison
system before examining a number of specific issues raised by different
groups of prisoners such as women, ethnic minorities and long-term prisoners.
35754 Comparative Social Policy (20 Credits)
Semester available 1
Co-ordinator
Alan Rust-Ryan [email protected]
Content time
10 x 1 hour lectures 10 x 1 hour tutorials
Assessment
One 2,500 word essay (50%), one 2,500 word
policy-transfer case -study project (50%)
Content and aims
To encourage students to appreciate the rationale for a comparative
approach to the study of social policy; to enable students to understand the
main theoretical approaches to explaining the development and
contemporary character of welfare states in other countries; to encourage
students to apply such frameworks critically to an examination of the
response of other countries to some key contemporary social policy
issues; and to introduce students to the role of the European Union and
other supranational organisations in the field of social policy.
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35938 Theorizing about Crime (20 Credits)
Semester available
1
Co-ordinator
Dr Lucy Michael ([email protected])
Content time
10 x 2 hour seminars
Assessment
One 2,500 word essay (50%) and 2hr exam (50%)
Content and Aims
Students should achieve an overview of the major theoretical approaches
to the study of crime, their strengths and limitations, and their relevance to
understanding crime today.
35939 Criminal Justice (20 credits)
Semester available
2
Co-ordinator
Dr Adam Calverley ([email protected])
Content time
10 x 2 hour seminars
Assessment
One 2,500 essay (50%) and 2 hour exam (50%)
Content and Aims
Students should be able to identify the main themes and issues in the
study of criminal justice, and understand the relationship between research
and policy-making. The main stages of the criminal process are examined
from the reporting of crime to the reintegration of offenders back into the
community.
35945 Policing (20 Credits)
Semester available:
1
Co-ordinator
Dr Adam Calverley ([email protected])
Content time
10 x 2 hour lecture/seminar sessions
Assessment
One 5,000 word essay (100%)
Content and Aims
To provide students with an understanding of the nature and development
of policing in England and Wales, with some reference to comparative material from other societies, and to consider some key issues of policy and
practice in contemporary policing.
Page 103
35985 Crime, Deviance and Social Control II (10 Credits)
Semester available
2
Co-ordinators
Dr Mike McCahill ([email protected])
Dr Melissa Dearey ([email protected])
Content time
5 x 2 hour lecture/seminars
Assessment
One 2,500 word essay (100%)
Content and Aims
One of the main aims of the course will be to show how deviance is a
process that involves an interaction between those who commit a deviant
act and the rest of society. The course examines some of the main theoretical perspectives on social control in late modernity.
36126 Encountering Development: Why Gender Matters (20 Credits)
Semester available 1
Coordinator
Dr Suzanne Clisby, Tel. 5781 [email protected]
Contact time
1 lecture and 1 seminar per week over 11 weeks
Assessment
Assessed essay 2,500 words (50%), practical assignment
2,500 words (50%)
Content and Aims
The course will introduce students to the philosophical and ethical
viewpoints of qualitative research’s supporters and critics. It looks at the
nature of qualitative data and its sources. Students are introduced through
practical classes to the practicalities of data handling, storing, coding and
analysing. This will be done both by hand and with the use of the computer
package. The practicalities of writing up reports using qualitative data will
also be explored in the context of the ethical and practical constraints
authors can find themselves in.
Page 104
36127 Current Perspectives in Gender and Development (20 Credits)
Semester available 2
Coordinator
Dr Suzanne Clisby, Tel. 5781 [email protected]
Content time
2-hour seminar per week x 11 weeks
Assessment
One assessed essay 2,500 words (60%),
one presentation and report (40%)
Content and aims
This module both extends and further develops themes explored
throughout “Encountering Development: Why Gender Matters”. It aims to
extend students’ knowledge and understandings of contemporary issues in
gender development in a global context, providing an in-depth critical
perspective on development issues from a gendered perspective.
This module is partially student-led, some themes being covered collectively chosen and developed, dependent on individual areas of expertise or
interest. Nevertheless, key areas for analysis will include theoretical and
practical approaches to gender analysis, feminist critiques of
post-modernity, neo-coloniality, and globalisation, and the place of
masculinities and male identities with GAD. Other issues covered can
include, for example, gendered dimensions of health and reproduction,
macro and micro impacts of AIDs, gender, education and development,
indigenous peoples and the impacts of development, macro- micro linkages in political mobilisation, the study of the life course and development,
for example, the place of children and concepts of childhood within development, and ageing and development.
These topics vary according to the specific research interests of the
student group. There is a focus throughout upon analyses of both
theoretical syntheses and ethnographic research within specific regional,
cross-cultural contexts.
Page 105
36144 The Body in Culture, Politics and Society (20 Credits)
Semester available 1
Co-ordinator
Dr Michael S. Drake, [email protected]
Content time
1 seminar per week, supported by 1 (optional)
lecture x 11 weeks
Assessment
One 4-5,000 word essay
Content and Aims
This interdisciplinary module engages with the body as a medium and as
an embodied subject, working through cultural and historical comparative
studies which develop the work of a range of theorists such as Mauss,
Freud, Foucault, Elias, Sennett, Arendt. The module attends particularly to
changes in the understanding and representation of the body and how
these are related to transformations in power, knowledge and media,
through a range of textual forms (e.g. novels, film, dance, public
performance, images in manuals, posters, advertising).
36949 Other(ed) Bodies: Anthropology of Gender and Sexual Diversity
(20 Credits)
Semester available 1
Co-ordinator
Dr Mark Johnson [email protected]
Content time
10 x 2 hour seminars
Assessment
One 1,000 word essay/presentation (25%) and one 4,000
word essay (75%).
Content and Aims
The aim of this module is to introduce students to a range of critical and
cross-cultural perspectives on sexual diversity and gender variance.
Detailed ethnographic case studies (including film) will be used to explore
and engage recent theoretical discussions of identity, sexuality and gender
transformation.
Page 106
Faculty of Health and Social Care
Page 107
Faculty of Health and Social Care
Graduate Research Director
Dr Fiona Cowdell Tel. 3362 [email protected]
Research Development Groups
o
o
o
Wellbeing in Long-Term Conditions
Maternal, Reproductive, Relationships and Sexual Health
Health Technology, Innovation and Intervention
General Comments
All students should read the introductory pages describing the
Postgraduate Research Training Programme and the information about
University-provided training modules in generic skills.
Where possible, the timetable for modules will be circulated to the
nominated member of staff in each department, school or institute. You,
the student, should contact the module coordinator or your department/
institute representative for the times and location of the taught part of the
modules. However, it is your responsibility to ensure that you carry out the
training requirement.
Apart from the compulsory or recommended items listed for each school
below, all research students must choose modules from the module
catalogue to make the appropriate credit total.
Some aspects of research may overlap with other Postgraduate Training
programmes, such as Science and Environment, Engineering and
Mathematics, Arts and Social Sciences. Because of this, the five
Postgraduate Training programmes are interlinked so that students, in
conjunction with their supervisor(s), will be able to select elements
appropriate to their particular field of study.
Many areas of research cross disciplines, and many of the University’s
departments, schools and institutes have cross-disciplinary activities.
Because of this, and depending on their field of research, students are
advised to consult the Graduate Study.
Page 108
Officers and Graduate Research Directors shown elsewhere in this Manual.
Modules relevant to the component departments and institutes are listed
below. Part-time students are also eligible, if they wish, to take part in a
week- long ‘Easter School’, which is described elsewhere.
See University level pages for more information on:
05002
Communication Skills
05701
Safety in Research in Science and Engineering
05703
Research Progress Report
See Faculty of Arts and Social Sciences pages for more information on:
Modules in languages at all levels, including English for non-native
students
Applied social research modules
There are no restrictions on module choice for registered students. However, you are strongly advised to undertake modules in Enhanced
information research skills Page 46.
Health Modules
47723 Health and Social Research (20 Credits)
Coordinator
Dr Peter Draper [email protected]
Other modules of likely relevance
36939
Philosophical Issues in Social Research
35703
Survey Methods and Questionnaire Design
35702
The Research Interview
36149
Computerised Quantitative Data Analysis
36932
Ethnographic Practice
Page 109
Faculty of Science and Engineering
Page 110
Faculty of Science
General Comments
All students should read the introductory
pages that describe the Postgraduate
Research Training Programme and the
information about University-provided training
modules in generic skills. Although the PGTS
itself does not contain compulsory modules,
Dr Grazia Francesconi
most departments within the Science faculty
Tel 5409
require students to undertake certain
[email protected]
modules. Please check with your own
department for further information. The
Departments and their Graduate Study timetable for the course modules running in
Officers
each semester will be displayed on the
Biological Sciences
Postgraduate Research Training notice
Dr Bernd Haenfling
boards some weeks before the start of each
Tel 5804
module. It is your responsibility to ensure you
scan these regularly. In case of problems,
Computer Science
please contact your Graduate Study Officer in
Dr C Kambhampati
the first instance. The training programme has
Tel 5744
been designed to offer you some flexibility
towards choosing modules which are
Engineering
appropriate to your background and needs,
Professor RJ Patton
and you are encouraged to take some
Tel 5117
modules from outside the Faculty of Science.
Graduate Research Directors
Professor David Atkinson
Tel 5352
[email protected]
Geography, Environment and Earth
Sciences
Professor Tom Coulthard
Tel 01482 466065
Mathematics
Dr JW Elliott
Tel 5145
Physical Sciences
Dr MG Francesconi
Tel 5049
Psychology
Dr. Igor Schindler
Tel 5563
Sports Science
Dr Natalie Vanicek
Tel 3141
You are also allowed to take more than the
minimum number of credits to acquire
additional training, but this must be done after
consulting your supervisor(s) to ensure that it
does not distract from successful completion
of your research.
Science research students in particular may
wish to use or adapt the Postgraduate Skills
Record (PSR) developed by the Royal
Society of Chemistry (RSC) for their
continuing professional development (CPD).
This uses a system of self-assessment to
identify and record skills that need developing
during the PhD programme. The description
of the PSR and the files for downloading can
be found on the RSC website:
www.rsc.org/lap/educatio/pgskills.htm
Page 111
Computer Science
Code
08335
08336
08338
08347
08356
08960
08968
08961
08966
08964
08965
08981
08982
08985
Name
Advanced Software Engineering
Games Programming and advanced Graphics
Data mining and Decision Systems
Virtual Environments and Advanced Graphics
Games programming and Advanced Graphics
C++ Programming and Design
Advanced Rendering
Real Time Graphics
Games Development Architecture
Simulation and Concurrency
Visualization
Component Based Architectures
Maintaining Large Software Systems
Trustworthy Computing
Credits
20
20
20
20
20
20
20
20
20
20
20
20
20
20
For more details about each module please see
https://www.courses.hull.ac.uk
Some modules have prerequisites. Check with the Department for
suitability, content and availability. Some modules may also be compulsory
please check with your department.
Engineering
Code
13108
13109
13315
13319
13960
13974
13977
13978
56129
57004
57005
57024
57032
57041
57042
57046
57047
57128
Name
Credits
Advanced Discrete-time Signal Processing &
Integrated Circuit Design
Advanced Digital Systems Design
Control & Robotics
Product Planning, Project Management & Design Exercise
Communication Systems
Radio Technology, Spectrum Management & EMC
RF and Microwave Devices, Techniques & Measurements
Low Power, Low Voltage design, VHDL & Project
Management
Principles of Logistics & Supply Chain Management
Advanced Circuits & Systems
Advanced Control
Engineering for Manufacture & Automation
Machine Vision
Stress Analysis & finite Element Analysis
Thermo-fluid Mechanics & Acoustics
Product Innovation & Support Technology
Engineering Systems & Lifecycle Engineering
Applied Optoelectronics
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
Page 112
Engineering
Code
57481
57549
Name
Finite Element Analysis
Logistics Technology
Credits
10
20
Please note that timetabling for each of these modules is the same as for
the undergraduate MEng or taught Masters modules with the same title.
Some modules have pre-requisites and research students should discuss
their module selections with their academic supervisor.
The following modules are compulsory for all MPhil/PhD research students
in the Department of Engineering and are described in more detail under
the Section Presentation Modules on page 33.
05042 Departmental Presentation
05043 Departmental Poster Presentation
5 Credits
5 Credits
Page 113
Psychology
31072
Coordinator
Availability
Assessment
Design and Statistics for Psychology (20 Credits)
Dr Richard Hammersley, [email protected]
Semester 1
2 hour written exam. (50 %) 2 hour practical exam (50%)
Contents and Aims
This module is designed to enable students to independently design,
analyse and interpret research findings and hypotheses using a variety of
the methods used in psychology. With minimum guidance, students will be
able to:
•
Formulate a research question and choose appropriate
psychological research methods to answer it.
•
Identify, select and use qualitative, quantitative and experimental
psychology methods appropriately and critically evaluate the out
comes.
•
Evaluate and address issues regarding sample size, sampling and
power calculations.
•
Demonstrate understanding of basic statistical theory.
•
Competently use the Statistical Package for the Social Sciences
(SPSS) and other data handling packages.
•
Be able to interpret the output from the Statistical Package for the
Social Sciences (SPSS).
•
Translate raw data and results to usable data, using methods of
data reduction, to a professional level.
31075 Critical Appraisal Skills and Philosophical Foundations of
Psychology (20 Credits)
Coordinator Dr Kevin Riggs, [email protected]
Availability
Semester 1
Assessment 2 hour written exam covering Philosophy of Science (50 %)
3000 words Essay for Critical Appraisal Skills
Contents and Aims
The aims of this module are to enable students to critically appraise
psychological research, and place current psychological research into an
historical and philosophical context. The module includes five sessions
regarding the application of philosophy of science to problems of
psychology, and five sessions critically evaluating key research papers in
psychology.
Page 114
31073 Professional Practice and Communications Skills (20 Credits)
Coordinator
Dr Peter Clough [email protected]
Availability
Semester 1
Assessment
A research proposal and a completed ethical
approval form, 3000 words or equivalent Reflective essay (based on a
reflective diary covering professional development relating to career
development), 2400 words or equivalent; Learning will additionally be
assessed in other modules including: Research Dissertation; Modules
involving placements. 10 minute presentation on student’s proposed
research topic plus 5 minute questioning
Learning will additionally be assessed in other modules including:
Research Dissertation; Modules involving placements.
This module aims enable students to maximise their career opportunities;
understand the ethical and commercial implications of psychology research
and psychology practice; produce a well-written thesis and good quality
written publications, and deliver presentations to a professional level.
Page 115
31016 (Semester 3)/31080 Empirical Dissertation (20 Credits)
Coordinator
Dr Richard Hammersley [email protected]
Availability
Semester 2-3
Assessment
30,000 word dissertation report (80%). Online presentation
of findings using appropriate web-based media such as Powerpoint, a
podcast, youtube or similar. (20%).
This module is examined by an internal examiner who did not supervise
the research, and by an external examiner who is expert in the research
topic. Examiners may elect to require an oral examination after reading the
dissertation.
Contents and Aims
This module aims to: enhance students’ independent research skills for
designing, planning, conducting, analysing, and writing up a research
project in psychology; develop their critical, in-depth knowledge of a
specific area of psychology; to increase their academic analytical and
writing skills so that they can understand and write about advanced
primary psychology with minimal supervision.
Page 116
Biological Sciences
Further details of the modules given below can be found in the University
Web pages or the course guides prepared by the Department of Biological
Sciences. These guides include the Undergraduate Course Guide and the
course documents for the MSc/Postgraduate Diplomas in Estuarine and
Coastal Science and Management, and Molecular Biology and
Biotechnology.
58309 Applied Molecular Biology and Regulation of Gene Expression
(20 Credits)
Coordinator
Dr Heather Sealy-Lewis,Tel. 5970
[email protected]
Availability
Semester 1
Assessment
2 hour exam. (50%) 3 problem solving exercises.(35%)
Assessment of workshop exercise. (15%)
Contents and Aims
The module aims to introduce students: - to the strategies that can be
used to clone genes - to how specific genes are regulated with particular
reference to eukaryotic systems - to in vitro generic techniques for
studying the expression of cloned genes and the production of tailored
protein.
Page 117
58311Behavioural Ecology and Physiology of Aquatic Animals (20 Credits)
Coordinator
Dr Jorg Hardege, Tel. 5187 [email protected]
Availability
Semester 1
Assessment
One written assignment (2000 words) (30%)
2 hr written examination (60%) One web-based test (10%)
Contents and Aims
The module aims to develop an understanding and insight into the field of
behavioural ecology, the use of chemical signals in the control of behaviour
and the physiological consequences of life strategies in different aquatic
environments.
58959 Muscle – Fitness and Failure (20 Credits)
Coordinator
Dr Anne-Marie Seymour, Tel. 5517
[email protected]
Availability
Semester 2
Assessment
A 2500 word review/essay, relating to a cardiovascular
or muscular disease state or the practical session (50%) 2hr exam – 1
question per area of biomedical science (50%)
Contents and Aims
Research in biomedical science underpins our understanding of many
human diseases, and provides insight into their effective management and
treatment. This module covers three distinct areas of human biomedical
science: skeletal muscle function, reproductive function, and
cardiovascular aspects. The aim in each is to outline the underlying
physiology at the cellular and biochemical level, and to go on to explore
how current research informs new developments in clinical
practice.
Page 118
58970 Infection control (20 Credits)
Coordinator
Mrs Christine Murphy, Tel. 6524 [email protected]
Availability
Semester 2
Assessment
1.5 hour examination 2 case studies (1500 wordseach)
Contents and Aims
This module aims to cover all aspects of microbial control from
Antimicrobial agents through to vaccines. This will be linked to
epidemiology and more practical aspects of control in a work based
environment. There will also be discussion of emerging issues associated
with infection control. The course will encourage students to link theoretical
knowledge with practical issues related to infection control through case
studies and peer- group discussion.
Page 119
58331 Reviews in Biology and Biomedical Science (20 Credits)
Coordinator
Dr Bernd Hänfling, Tel. 5804 b.haenfl[email protected]
Availability
Semester 1 continuing to semester 2
Assessment
Final review submitted by week 10 of semester 2 (3000
words) - mark awarded by second marker Interim submission of review
outline and reference list by week 12 of semester 1 (1500 words)
Final review submitted by week 10 of semester 2 (3000 words) - mark
awarded by review supervisor
Contents and Aims
This module aims to allow students to undertake a library-based critique of
a current topic within an area of biology. Students will also develop the
skills required to assess literature critically and to formulate a detailed
response.
58374 Molecular and Medical Parisitology (20 Credits)
Availability
Semester 1
Coordinator
Dr Frank Voncken, Tel. 5280 [email protected]
Assessment
2 hr examination (50%) and 20 min oral presentation
with hand-outs for audience including a 400 word summary (50%)
Content and Aims
This module aims to introduce students to the biology of parasites of
medical importance. In addition to covering classical aspects of
parasitology the module aims to emphasise the role molecular biology is
playing in uncovering mechanisms of pathogenesis and host-parasite
interactions.
Page 120
Chemistry
06039: Science Communication and Public Engagement
Coordinator
Mrak Lorch
Level 7
Availability
Semester 1 & 2
Assessment
Extended writing (1800words) & Project Plan (600words)
Semester 1 and a Portfolio (3600words) for Semester 2.
This module aims to provide the necessary skills for effective
communication of science to the general public, school pupils and
teachers. It will contribute to the University Skills Framework and will allow
students to develop their own strategies based on their existing skills.
Level 6 modules (subject to restrictions)
06710 Topics in Organic and Organometallic Chemistry (20 Credits)
Coordinator
A. N. Boa
Level 6
Availability
Semester 1
Assessment
2 hour Exam (70%); 1 hour, Mid-Semester Test (30%)
Content and Aims
This module illustrates and rationalises diverse regio-, chemo- and stereoselective reactions, with special reference to reagents based upon nonmetallic elements. Some examination is made of the approaches used to
explain and predict the outcome of concerted reactions through a consideration of the molecular orbital’s involved. This module also seeks to further
knowledge and understanding of organometallic chemistry and appreciate
its relevance to heterogeneous catalysis.
06712 Topics in Organic and Inorganic Chemistry (20 Credits)
Coordinator
A. N. Boa
Level 6
Availability
Semester 1
Assessment
2 hour Exam (70%); 1 hour Mid-Semester Test (30%)
Content and Aims
This module illustrates and rationalises diverse regio-, chemo- and
stereo-selective reactions, with special reference to reagents based upon
non- metallic elements. Some examination is made of the approaches
used to explain and predict the outcome of concerted reactions through a
consideration of the molecular orbital’s involved. This module also seeks to
expand knowledge and understanding of organometallic and bioinorganic
chemistry and emphasise the links between organometallic chemistry and
heterogeneous catalysis.
Page 121
06714 Topics in Organic and Bioinorganic Chemistry (ANB) (20 Credits)
Coordinator
A. N. Boa
Level 6
Availability
Semester 1
Assessment
2 hour Exam (70%); 1 hour Mid-Semester Test (30%)
Content and Aims
This module illustrates and rationalises diverse regio-, chemo- and
stereo-selective reactions, with special reference to reagents based upon
non- metallic elements. Some examination is made of the approaches
used to explain and predict the outcome of concerted reactions through a
consideration of the molecular orbital’s involved. This module also seeks to
expand knowledge and understanding of bioinorganic chemistry.
06720 Spectroscopy and Structure Determination (20 Credits)
Coordinator
K. J. Welham
Level 6
Availability
Semester 1
Assessment
2 hour Exam (75%); 1 hour Mid-Semester Test (25%)
Content and Aims
This module seeks to provide an in-depth coverage of inorganic
spectroscopy and x-ray diffraction. The ability to determine the molecular
structure of organic species is extended by discussion of advanced
spectroscopic and spectrometric methods. The application of the
techniques of MS and ICP-MS in quantitative analysis, including details of
instrumental requirements and operational modes, will be discussed.
06722 Structure Determination and Analytical Techniques (20 Credits)
Coordinator
K. J. Welham
Level 6
Availability
Semester 1
Assessment
2 hour Exam (75%); QA assignment (25%)
Content and Aims
This module seeks to provide an in-depth coverage of x-ray powder
diffraction. The ability to determine the molecular structure of organic
species is extended by discussion of advanced spectroscopic and
spectrometric methods. The application of the techniques of MS and
ICP-MS in quantitative analysis, including details of instrumental
requirements and operational modes, will be discussed. The module will
also cover quality auditing in the analytical laboratory along with aspects of
process analysis such as monitoring, feedback and Multivariate Statistical
Process Control.
Page 122
06724 Topics in Analytical Chemistry and Forensic Science (20 Credits)
Coordinator
K. J. Welham
Level 6
Availability
Semester 1
Assessment
2 hour Exam (75%); Forensic assignment (25%)
Content and Aims
The ability to determine the molecular structure of organic species this
module extends by discussion of advanced spectroscopic and
spectrometric methods. The application of the techniques of MS and
ICP-MS in quantitative analysis, including details of instrumental
requirements and operational modes, will be discussed. One part of the
module deals with the interpretation, evaluation and presentation of
evidence in forensic science. There will be external input to this module
from practitioners. The Module also explores the way that forensic science
relies on the application and principles of physical and natural sciences to
the analysis of the many types of evidence that can be recovered from a
crime scene.
06740 Biological Macromolecules (20 Credits)
Coordinator
R. W. Boyle
Level 6
Availability
Semester 2
Assessment
2 hour Exam (75%); two assignments (2 × 12.5%)
Content and Aims
This module is concerned with naturally occurring macromolecules.
Coverage includes chemical and biochemical aspects as well as dealing
with naturally occurring conjugates and their self- assembly into cellular
membranes and cell walls in microorganisms.
06742 Biopolymers, Toxicology and Separation Science (20 Credits)
Coordinator
R. W. Boyle
Level 6
Availability
Semester 2
Assessment
2 hour Exam (75%); analytical module work (25%)
Content and Aims
This module is concerned with naturally occurring macromolecules.
Coverage includes chemical and biochemical aspects. The module is also
concerned with advanced topics including the latest and most important
developments in separation science and a toxicology module which
provides understanding of some topical aspects including chemical toxins
and testing methods.
Page 123
06744 Biomolecules, Toxicology and Separation Science (20 Credits)
Coordinator
R. W. Boyle
Level 6
Availability
Semester 2
Assessment
2 hour Exam (75%); two assignments (2 × 12.5%)
Content and Aims
This module is concerned with naturally occurring macromolecules.
Coverage includes chemical and biochemical aspects as well as dealing
with naturally occurring conjugates and their self- assembly into cellular
membranes and cell walls in microorganisms. The module is also
concerned with
advanced topics including the latest and most important developments in
separation science and a toxicology module which provides understanding
of some topical aspects including chemical toxins and testing methods.
06750 Topics in Nanotechnology (20 Credits)
Coordinator
G. H. Mehl
Level 6
Availability
Semester 2
Assessment
2 hour Exam (75%); 1 hour mid-semester test (25%)
Content and Aims
This module introduces specialist topics in the area of nanotechnology are
introduced including porous ceramics, fullerenes and carbon nanotubes,
supramolecular chemistry and organic semiconductors.
06752 Topics in Materials Chemistry (20 Credits)
Coordinator
G. H. Mehl
Level 6
Availability
Semester 2
Assessment
2 hour Exam (75%); 1 hour mid-semester test (25%)
Content and Aims
This module introduces specialist topics in the area of materials are introduced including polymers and dendrimers, fullerenes and carbon nanotubes, supramolecular chemistry and ring, chain and cluster compounds
of main group and transition metal atoms.
Page 124
06760 Advanced Colloid Science (20 Credits)
Coordinator
B. P. Binks
Level 6
Availability
Semester 2
Assessment
2 hour Exam (75%); 1 hour mid-semester test (25%)
Content and Aims
This module deals with organised surfactant systems,
polymers and colloid science. The aim of this module is to enhance the
student’s knowledge in these modern disciplines and to facilitate their
understanding in similar areas.
06701 Liquid Crystal Workshop (10 Credits)
Coordinator
M. Hird
Availability
Semester 1
Assessment
Continuous assessment
Level
7
Content and Aims
This module covers advanced, multidisciplinary science topics (physics,
chemistry, biology, engineering and mathematics) as they are applied to
liquid crystalline materials to enhance the awareness and the appreciation
of the synthesis of liquid crystals, the evaluation of their physical
properties, computer modelling of liquid crystals and the fabrication of
liquid crystal displays.
06711 Topics in Organic and Organometallic Synthesis (20 Credits)
Coordinator
M. Hird
Level 7
Availability
Semester 1
Assessment
3 hour Exam (75%); Forensic assignment (25%)
Content and Aims
This module illustrates and rationalises diverse regio-, chemo- and
stereo-selective reactions, with special reference to reagents based upon
non- metallic elements. Some examination is made of the approaches
used to explain and predict the outcome of concerted reactions through a
consideration of the molecular orbital’s involved. This module looks at the
use of metals in organic synthesis and at the recent advances in transition
metal organometallic chemistry.
Page 125
06717 Advanced Organic and Organometallic Chemistry (20 Credits)
Coordinator
M. Hird
Level 7
Availability
Semester 1
Assessment
3 hour Exam (75%); Problem worksheet (25%)
Content and Aims
This module extends the range of diverse chemo- and stereo-selective
reactions and reagents often used by modern organic chemists to make
functional molecules. The ‘Retrosynthesis and Synthesis' component
within this module will describe ways by which a synthetic route to a target
molecule can be planned. This module also looks at the use of metals in
organic synthesis and at the recent advances in transition metal
organometallic chemistry. Feedback and Multivariate Statistical Process
06726 Analytical Topics with Analytical Laboratory (20 Credits)
Coordinator
K. J. Welham
Level 7
Availability
Semester 1
Assessment
3 hour Exam (50%); Laboratory Reports and QA
assignment (50%)
Content and Aims
This module extends the ability to determine the molecular structure of
organic species is extended by discussion of advanced spectroscopic and
spectrometric methods. The module will also cover quality auditing in the
analytical laboratory along with aspects of process analysis such as
monitoring, feedback and Multivariate Statistical Process Control. Finally,
the module will allow the student to experience state of the art analytical
laboratory techniques and instrumentation.
06727 Topics in Inorganic and Materials Chemistry (20 Credits)
Coordinator
V.N. Paunov
Level 7
Availability
Semester 1
Assessment
2 hour Exam (75%); 2 × 30 min Mid-Semester Test (25%)
Content and Aims
This module extends the ability to determine the molecular structure of organic species is extended by discussion of advanced spectroscopic and
spectrometric methods. The module will also cover quality auditing in the
analytical laboratory along with aspects of process analysis such as monitoring, control. Finally, the module will allow the student to experience state
of the art analytical laboratory techniques and instrumentation.
Page 126
06729 Hot Topics in Physical and Materials Chemistry (20 Credits)
Coordinator
V.N. Paunov
Level 7
Availability
Semester 1
Assessment
2 hour Exam (75%); 2 × 30 min Mid-Semester Test (25%)
Content and Aims
This module will guide students into modern topics in physical chemistry
that are at the forefront of the subject. The module is shared between
various members of staff, each of them giving a few lectures on hot topics
in their own field and closely related areas. The aim of the module is not
only to give the students a comprehensive overview of many modern
areas in physical and materials science, but also to present them with
some unresolved problems and perspectives in these fields.
06731 Drugs: From Design to Delivery (20 Credits)
Coordinator
K. J. Welham
Level 7
Availability
Semester 1
Assessment 3 hour Exam (75%);Pharmacokinetics Assignment(s) (25%)
Content and Aims
This module describes physical and computational methods for
determining 3D molecular structures including ‘pharmacophores’, and
structure determination of putative drug targets by sequence homology
database searching, X-ray crystallography and NMR. Molecular dynamics
and docking algorithms are also discussed. The drug design process is
studied with particular reference to anti- viral drug development. Students
are given a deeper understanding of the role of the principles which
describe the control and effective delivery of drugs from delivery systems
to target sites. In addition, students should appreciate the manufacturing
processes and the stability of drug formulation in the development of new
products.
06733 Chemometrics with Advanced Analytical Topics A (20 Credits)
Coordinator
A. D. Walmsley
Level 7
Availability
Semester 1
Assessment
3 hour Exam (75%); Chemometric Assignment(s) (25%)
Content and Aims
Part of this module will deal with the chemometrics approach to data
analysis in chemistry and will include practical training in the use of current
chemometric techniques. The other part of this module expands on the
electrochemistry covered in earlier modules and cutting edge
developments in analytical and forensic techniques.
Page 127
06735 Chemometrics with Advanced Analytical Topics B (20 Credits)
Coordinator
A. D. Walmsley
Level 7
Availability
Semester 1
Assessment
3 hour Exam (75%); Chemometric Assignment(s) (25%)
Content and Aims
Part of this module will deal with the chemometric approach to data
analysis in chemistry and will include practical training in the use of current
chemometric techniques.
The other part of this module details cutting edge developments in analytical and forensic techniques.
06737 Analytical Laboratory and Advanced Analytical Topics (20 Credits)
Coordinator
A. D. Walmsley
Level 7
Availability
Semester 1
Assessment
3 hour Exam (50%); Laboratory reports (50%)
Content and Aims
This course will allow the student to experience state of the art analytical
laboratory techniques and instrumentation. The course also details cutting
edge developments in analytical and forensic techniques.
06746 Advanced Topics in Forensic and Analytical Science A (20 Credits)
Coordinator
N. Pamme
Level 7
Availability
Semester 2
Assessment
3 hour Exam (75%); two assignments (2 × 12.5%)
Content and Aims
The module is concerned with advanced topics including the latest and
most important developments in separation science and a toxicology
course which provides understanding of some topical aspects including
chemical toxins and testing methods. The module also discusses
advanced topics in micro analytical chemistry and deals with the
interpretation, evaluation and presentation of evidence in forensic science.
Page 128
06747 Advanced Topics in Nanotechnology (20 Credits)
Coordinator
T. S. Horozov
Level 7
Availability
Semester 2
Assessment
3 hour Exam (75%); 1 hour Mid-Semester Test (25%)
Content and Aims
This module deals with topics at the forefront of research on nanoscale
materials including nanocrystals, colloids, properties of soft matter and
surface characterisation techniques.
06748 Advanced Topics in Analytical Science and Electron Transfer
Chemistry (20 Credits)
Coordinator
N. Pamme
Level 7
Availability
Semester 2
Assessment
3 hour Exam (75%); two assignments (2 × 12.5%)
Content and Aims
The module is concerned with advanced topics including in the areas of
colloids and electron transfer chemistry. The module also discusses
advanced topics in micro analytical chemistry and advanced theory and
applications of chemometrics.
06749 Advanced Topics in Forensic and Analytical Science B (20 Credits)
Coordinator
N. Pamme
Level 7
Availability
Semester 2
Assessment
3 hour Exam (75%); two assignments (2 × 12.5%)
Content and Aims
The module is concerned with advanced topics in the areas of electron
transfer chemistry, microanalytical chemistry and chemometrics.
The module also deals with the interpretation, evaluation and presentation
of evidence in forensic science.
06751 Topics in Nanotechnology (20 Credits)
Coordinator
G. H. Mehl
Level 7
Availability
Semester 2
Assessment
3 hour Exam (75%); 1 hour Mid-Semester Test (25%)
Content and Aims
This module introduces specialist topics in the area of nanotechnology are
introduced including porous ceramics, fullerenes and carbon nanotubes,
supramolecular chemistry and organic semiconductors.
Page 129
06753 Topics in Materials Chemistry (20 Credits)
Coordinator
G. H. Mehl
Level 7
Availability
Semester 2
Assessment
3 hour Exam (75%); 1 hour Mid-Semester Test (25%)
Content and Aims
This module introduces specialist topics in the area of materials are
introduced including polymers and dendrimers, porous ceramics,
fullerenes and carbon nanotubes, and ring, chain and cluster compounds
of main group and transition metal atoms.
06755 Advanced Topics in Materials Chemistry (20 Credits)
Coordinator
G. H. Mehl
Level 7
Availability
Semester 2
Assessment
3 hour Exam (75%); 1 hour Mid-Semester Test (25%)
Content and Aims
This module introduces specialist topics in the area of materials are
introduced photochromics, magnetism and transition metal oxides,
properties of solids and the transport of matter and energy.
06763 Advanced Topics in Molecular Medicine (20 Credits)
Coordinator
G. Mackenzie
Level 7
Availability
Semester 2
Assessment
3 hour Exam (75%); CombiChem lab class (25%)
Content and Aims
This module will encompass various classes of medicinal drugs and a brief
introduction to pharmacy. Also covered, is the application of organic
chemistry to biological systems through the study of photochemistry and
photobiology.
Page 130
06981 Continuing Professional Development for Chemists 1 (10 Credits)
06986 Continuing Professional Development for Chemists 2 (10 Credits)
06982 Continuing Professional Development for Chemists 3 (10 Credits)
Coordinator
Availability
Dr MG Francesconi, Tel. 5409 [email protected]
Semesters 1 & 2
Assessment: The Skills Record (Phases 1, 2 and 3), a self-assessment
form, has to be completed by the student and assessed by the supervisor
on a Pass/Fail basis.
Content and Aims
These modules accredit Phases 1, 2 and 3 of the Royal Society of Chemistry’s Postgraduate Skills Record. The skills record has been developed for
postgraduates to record, assess and develop their skills. A range of professional and personal skills are recorded and
assessed. The Postgraduate Skills Record seeks to assist postgraduates
with their skills development and to foster a lifelong learning environment.
The Skills Record is divided into separate stages of the PhD programme.
Postgraduates are advised to divide their PhD programme into 3 Phases
and to review their skills development at the end of each Phase. A typical
phasing system is proposed: Phase 1 (1-4 months of PhD research),
Phase 2 (5-16 months of PhD research), Phase 3 (17-28 months).
However, postgraduates can select three stages that are more appropriate
for them to assess their skills development.
06992 Analytical Chemistry Workshop (10 Credits)
Coordinator
Prof. G. Greenway, Tel. 6355 [email protected]
Availability
Semester 1 continuing to semester 2
Assessment
1-20 minute presentation 60%, 2- active participation in
discussion with 80% attendance 40%.
Content and Aims
Through the advance study of analytical chemistry, this module aims to give
students a range of research support skills, including problem solving,
critical appraisal, assessment of literature, oral communication,
experimental design, statistical assessment of results, time management
and develop a group work ethos. The module will provide 20% peer
assessment.
Page 131
Geography, Environment and Earth Sciences
16404 Renewable Energy (20 Credits)
Coordinator
Prof. J. Hardisty, Tel. 5176 [email protected]
Availability
Semester 2
Assessment
50% written examination; 50% 2,000 word practical report
30%; 4 practical portfolios 20%.
Content and Aims:
The module provides a broad theoretical introduction to principles of
renewable energy and concentrates on the identification of efficient and
economic solutions with a controlled planning and policy framework. It
introduces a range of inter- disciplinary techniques that are used to
understand environmental energy flows, and it considers the spatial
distribution of the resource. The module also addresses the main
technologies that are being developed in this field, such as solar,
hydroelectric, biomass, and wind power schemes, and offshore wave, tidal
and wind farms. The use of laboratory models to assess renewable energy
technologies is explored through practical sessions, and the applied
aspects of this module are considered during field- visits to wind farms and
coastal sites.
16432 Environmental Policy and Technology (20 Credits)
Coordinator
Dr. Pauline Deutz, T 5948 [email protected]
Availability
Semester 1
Assessment
3000 word essay (30%),4,000 word essay (70%), plus the
requirement to lead one seminar and discussion
Content and Aims
This module situates environmental issues in their political and economic
contexts. It discusses the contested processes by which environmental
policies are formulated and implemented by Government, as well as the
drivers for, and barriers to, the innovation and diffusion of new technology.
Themes covered include the origins of environmentalism, sustainable
development, ecological modernisation and industrial ecology.
Page 132
16444 Blue Planet (20 Credits)
Coordinator
Dr Mike Rogerson, Tel. 6051 [email protected]
Availability
Semester 1
Assessment
2 hour examination (50%), and practical reports (3000
words) (50%)
Content and Aims
The module is of use to all students interested in developing their
knowledge of Earth System Science at Masters Level. As the ocean covers
70% of our planet, a proper understanding of the ocean’s geography and
internal processes is essential to underpinning knowledge of the Earth
System.
This module looks at the processes and factors which control the large
scale geography of the ocean, focussing in the processes that
regulate sediment distribution and deposition and encompassing the roles
played by tectonics and biogeography.
Page 133
16453 Global Environmental Change (20 Credits)
Coordinator
Dr. M.J.Bunting, Tel. 6068 [email protected]
Availability
Semester 1
Assessment
100% Assessed coursework (composed of 25% critical
analysis essay, 25% mock grant application, and 50% State of the Art
essay)
Content and Aims
This module covers a wide range of methodologies and approaches to
reconstructing landscape and ecosystem dynamics. The content focuses
on late- glacial and Holocene dynamics of temperate landscape systems.
There is a strong practical element that includes the collection of field
samples and their laboratory analysis. Emphasis is also placed upon the
interpretation and synthesis of the information in the context of published
environmental change studies.
16458 Principles of GIS (20 Credits)
Coordinators Dr Graham Ferrier, Tel. 6060 [email protected]
Availability
Semester 1 AssessmentExam (50%), Assessed project
(3000 words) (50%) Restriction: Principles of GIS - cannot be taken by
students who have done 16333.
Content and Aims
This module provides an introduction to the theory, methods and use of
geographical information systems (GIS) and their applications to real-world
issues and problems. The student will gain a practical understanding of
spatial data sources, processing methodologies and advanced spatial
analysis techniques. The module also includes an assessed practical
component.
16463 Contemporary Research in Human Geography (20 Credits)
Coordinator Professor David Atkinson, Tel. 5352 [email protected]
Availability
Semester 2
Assessment
100% Assessed Coursework (2 x 3000 word essays)
Content and Aims
The module reviews and discusses important concepts and themes in
contemporary human geography. It will equip students with a critical and
sophisticated appreciation of some of these key themes. It also enables
research students to develop critical reading and writing skills that are
central to the conduct of human geographical research. Members of staff
conduct classes on themes that fall within their ongoing research expertise.
Students will be expected to conduct readings prior to class, participate in
class discussions, and present short summaries of topics and readings.
Classes will meet for two hours each week during the semester.
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16466 Applied Renewable Energy (Credits 20) – requires 16457
Coordinator Prof. J Hardisty [email protected]
Contact time: 32 hours in total, 8 x 1 hour lectures,
8 x 2 hour practical sessions involving carrying out
experiments with models of relevant technologies.
8 x 1 hour tutorials covering each of the practicals.
Assessment Strategies: The following assessment strategies are used
within this module: 4 x laboratory reports each 1,500 words (or equivalent) 25% each
Aims and Distinctive Features
To equip students with the practical, analytical, reporting and writing skills
required to work in the Renewable Energy
business.
The module has the following Learning Outcomes:
With limited guidance, students should be able to critically evaluate
appropriate data and literature in the field of renewable energy conversion
and development, in terms of appropriateness of method selection, clarity
of argument construction and effects of method selection on the
conclusions drawn.
With limited guidance, students should be able to present and critically
analyse data/literature, showing an understanding of relevant issues from
the forefront of related disciplines and professional practice, and
demonstrating an appreciation of the significant of alternative
perspectives, in the form of a written report.
With limited guidance, students should be able to make informed
judgments about uncertain information / situations relating to renewable
energy conversion and development.
With limited guidance, students should be able to undertake a longer term
complex site development project at a professional level.
With limited guidance, students should be able to identify, select, plan,
undertake and critically evaluate practical experiments using specified
renewable energy technology models.
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16489: Renewable energy resource analysis (20 Credits)
14/15 Session, Semester 2
Coordinator Dr G Ferrier [email protected]
Contact The following learning and teaching strategies are used within this
module: 2 x 1 hour lectures, 2 x 2 hour seminars, Up to 2 × 1 day
(8 hour) field trips. 10 × 2 hour practicals
Assessment, The following assessment strategies are used within this
module: Practical portfolio 6,000 words or equivalent 100%.
Aims and Distinctive Features
This module introduces:
A range of inter-disciplinary techniques that are used to assess the
renewable energy potential. It consider land based solar, geothermal, and
wind power schemes and offshore wave and tidal.
The use of computer-based methods to quantify the renewable energy
resource and resolve the optimum locations and scale of development.
A number of field-based methods to quantify a range of the environmental
parameters required to validate the modelled resource potential.This will
involve a number of field-based practicals to introduce methods such as
surveys and tidal flow velocities.
Employer engagement by involving the participation of renewable energy
companies. This may include visits to current renewable energy
developments and presentation of development case histories by key
industry specialists.
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Physics (20 Credits unless stated)
04301 Particles & Fields (Statistical Physics; Quantum Mechanics;
Nuclear Physics; Introduction to Magnetism and Superconductivity)
Coordinator
Dr DM Buzza, Tel. 6420 [email protected]
Availability
Semester 1 continuing into semester 2
Assessment
2 hour examination and assignment
Content And Aims
To introduce the mathematical tools for dealing with random and stochastic
processes; to explore the link between statistical and thermodynamic
properties of matter; and to examine the statistics of classical and quantum
particles, Fermions and Bosons. To introduce the student to the profound
changes which occur when moving from a description of macroscopic
objects to a description of objects on a length scale of Angstroms, and to
examine the quantitative implications of both the Schrodinger
time-dependent and time-independent wave equations. To develop a basic
understanding of the composition and static properties of nuclei, such as
mass, nuclear radius, spin and parity, to understand the way in which nuclei
transform during collisions and to introduce various nuclear models that
describe their collective behaviour. To introduce the student to the basic
concepts of magnetism and superconductivity and to describe their key role
in some important technological applications.
04306 Fundamental Topics in Physics (Electrodynamics; Spectroscopy)
Coordinator
Dr DM Buzza, Tel. 6420 [email protected]
Availability
Semester 1
Assessment
2 hr exam, assignment
Content and Aims
Electrodynamics: Introduce students to Maxwell's equations and study
some examples of how these can be used to solve problems related to
electromagnetic wave propagation and interaction with materials. We will
also show how the fundamental aspects of electromagnetism are related to
many everyday phenomena and practical applications. Spectroscopy: The
aim is to introduce the physical laws that govern the spectral emission lines
from atoms and simple molecules. It is explained how atomic spectral lines
in single and many-electron atoms arise and introduces the various
quantum numbers that allow electronic energy levels to be described in
their term notation. Spin-orbit fine structure and the Zeeman effect will also
be covered. The rotational and vibrational spectra of molecules are
analysed and accounted for through their quantum states.
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04309 Advanced Optical Physics (Optical Communications; Photonic)
Materials and Devices; Laser Physics and Devices; Non-linear Optics)
Coordinator
Prof M O'Neill, Tel. 5246 [email protected]
Availability
Semester 2
Assessment
Class test
Content and Aims
The aim of this module is to provide insight and understanding of the basic
physics that underpins several distinct areas in modern optics and to
explore related technological developments. Specifically, the module covers
four main topics:
(i)
(ii)
(iii)
(iv)
Optical Communications, emphasising the advantages and
limitations of optical fibre communications links.
Photonic materials and devices, discussing the material physics
and operation of photonic devices used to generate, harvest or
manipulate light.
Non-linear optics, where the high electrics fields associated with
powerful laser beams lead to many new and interesting
phenomena not seen with ‘conventional’ sources.
Laser Physics and Devices, providing information on the basic
science of lasers, different types of devices and rules governing the
propagation of laser beams.
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The Business School
Page 139
The Business School
Graduate Research Director
Dr Mark Rhodes [email protected]
Research Programmes Secretary
Andrea Bell Tel. 3598 [email protected]
General Email: [email protected]
General Comments
A number of research training modules are offered by the Business School.
There are no core research modules however all students are required to
discuss their individual training needs with their supervisor.
Students’ individual training programme can incorporate:
1.
2.
3.
4.
General University modules in research and transferable skills
listed in this handbook
Subject specialist research modules listed by other faculties
Business research modules
Specialist modules on Business Masters Programmes as advised
by your supervisor and agreed by the Module Leader
The mode of study is flexible for modules and incorporates online learning,
workshops and more traditional lecture and group based study. You should
ensure that the mode of study offered is suitable for your preferred learning
style. Some of the business modules are offered on a workshop basis over
a period of a few days and for part time students the Easter School and
Summer School provides intensive training which, is described in the
introduction to this manual.
For MPhil/PhD students 15 credits can be awarded for the seminar presentation and documentation required for the MPhil upgrade to PhD (05703,
05705) normally completed and the end of Year 1. Further details of these
credits may be obtained from this PGTS manual and the Business School
Research Handbook.
Page 140
Students from other faculties may also take Business PGTS modules.
The mode of study is flexible for modules and incorporates online learning,
workshops and more traditional lecture and group based study. You should
ensure that the mode of study offered is suitable for your preferred
learning style. Some of the business modules are offered on a workshop
basis over a period of a few days and for part time students the Easter
Schools and Summer Schools provide intensive training (described in the
introduction to this manual). For MPhil/PhD students credits can be
awarded for the seminar presentation and documentation required for the
MPhil upgrade to PhD (05703, 05705), normally completed before the end
of Year 1. Further details of these credits may be obtained from this PGTS
manual and the Business School Research Handbook. Students from
other faculties may also take Business PGTS modules.
Research in HUBS
Research within the Business School is centred in 6 subject groups
Accounting and Finance
Economics
Logistics
Management Systems
Marketing and Business Strategy
Organisational Behaviour and HRM
Additionally there are 2 research centres and, where appropriate, students
may also be members of these centres:
Centre for Logistics Research (CLR)
Centre for Systems Studies (CSS)
Page 141
Business research modules
56101 Writing for Publication (10 Credits)
Co-ordinator
Dr. Mark Rhodes [email protected]
Availability
Semester 2
Assessment
Assessed by one 7 page assignment - a research in
progress paper that could be submitted to a conference specified by the
student.
This module will guide PhD students through the research publication
process. For all research students, publication of their work is an essential
part of the research process and for those who wish to pursue a career in
academia it is an absolute requirement. For a student who has completed
a PhD to be competitive in the academic job market a history of
publications - in relevant and well-ranked journals - will substantially
improve their chances of securing a position. The course will also benefit
HUBS academics who will have increased opportunities for publishing papers with their students.
Despite the importance of publication PhD students are often unsure of
how to go about writing a research paper (as opposed to a thesis) and
where to publish.
Aims and distinctive features of the module:
1.
An understanding of the research publication process
and why it is important to publish research findings
2.
An appreciation of what constitutes a "quality"
publication
3.
To become familiar with the publication outlets (and the
editors and organisers of those outlets) in their chosen
field
4.
To understand how to structure a research paper
Distinctive features include:
A.
B.
C.
Through the assignment, students will gain hands-on experience
of writing a research paper based on their own work
Know how to respond to reviewer comments when revising a
paper
Understand how to work with co-authors and how to assess indi
vidual contribution
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56102 Action Research (10 Credits)
Co-ordinator
Dr Steve Allen @hull.ac.uk
Availability
Semester 1
Assessment
Assessed by one 3000 word assignment
This module will introduce students to the notion of research as
intervention. A range of approaches to action research practice will be
introduced, together with associated supporting methods and thinking
skills required. A distinctive characteristic of action research is its
participative problem solving orientation, which is particularly appropriate
when there is a need to develop theory whilst, at the same time, attend to
the practical concerns of those affected by a situation they are trying to
change.
Aims and distinctive features of the module:
1.
An overview of representative action research methodologies,
their different assumptions, and the thinking skills they emphasise;
2.
3.
An overview a range of facilitated methods that are typically used
to support the conduct of action research interventions, and
experience of applying them in interactive simulations; and
An appreciation of how action research as a methodology might
be relevant to an individual Masters or PhD research project.
Distinctive features include:
A.
B.
C.
An introduction to cutting-edge action research projects conducted
at the Centre for Systems Studies in HUBS.
The idea of going beyond doing purely descriptive research to
doing research that has impact within its immediate context of
deployment.
An introduction to key aspects to consider for evaluating the
quality of action research interventions.
The assignment will give students an opportunity to consider how the
ideas introduced in this module could be relevant to their own research.
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56103 Positioning your Research (10 Credits)
Co-ordinator
Availability
Supervisor
semester not applicable, available year round
Assessment
Assessed by one 1000 word reflective learning assignment on seminars
attended that situates the student’s research in relation to the work of
selected seminar speakers and the literature. The assignments will be
marked by the student's 1st supervisor, on a pass/fail basis, as in most
cases this person will have most knowledge of the student's research and
how it is (or should be) situated in relation to other work in the research
community. Students will be required to collect signatures from seminar
chairs on a form to demonstrate participation in 25 seminars.
We will give credits for
(i)
Participating in 25 seminars across the student's period of study;
(iii)
Writing a reflective account of how their work is situated in relation
to the research discussed in the seminars
(ii)
Reading around those seminar topics of most relevance to their
research; and
Aims and distinctive features of the module:
(1)
(2)
(3)
Provide opportunities for students to listen to, and engage in
debates with, a range of internal and external speakers working in
their research community.
Support students in thinking reflectively about the position of their
own research in relation to the research being discussed in the
seminars (and associated literature).
Give students networking opportunities, given that many visiting
speakers are willing to have follow-up email exchanges with
students.
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56137 Systems Methodology (10 Credits)
Co-ordinator
Dr Amanda Gregory [email protected]
Availability
Semester 1
Assessment
3000 word essay
Aims
1)
The aims of the module are to provide students with:
2)
An overview of representative systems methodologies, their
different paradigmatic assumptions and the systems thinking skills
that they emphasise;
3)
An understanding of their main purposes, strengths and
weaknesses in the context of action research projects;
4)
Experience of applying a range of system methodologies; and
5)
An appreciation of how they might be relevant to an individual
Masters or PhD research project
Distinctive features include:
(a)
An introduction to cutting-edge research on theories and
frameworks for exploring problem situations and mixing methods,
pioneered by the Centre for Systems Studies in the Business
School.
(b)
The idea of going beyond using a methodology for research to
doing research on the methodology.
(c)
An introduction to key concepts for use in empirically evaluating
systems methodologies.
(d)
The assignment will give students an opportunity to consider how
the ideas introduced in this module could be relevant to their own
research.
Indicative Content
The module provides an overview of the history and development of
systems methodologies, including emphases on the importance of deep
explorations of the problem context and methodological pluralism.
Causal loop mapping: a methodology for exploring complex
interconnections in social systems, and assessing the potential effects of
intervention.
Viable system diagnosis: a methodology for analysing whole organisational
systems and designing solutions to organisational problems.
Soft systems methodology: a methodology for exploring different
stakeholder perspectives and achieving better mutual understanding.
Critical systems heuristics: a methodology for exploring values and
boundary judgements concerning how social systems ought to be redesigned.
The empirical evaluation of systems methodologies. Discussion of the
assignment.
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56193 Philosophical Issues in Business and Management (10 Credits)
Co-ordinator
Dr Denise Thursfield
[email protected]
Dr Patrick Reedy
[email protected]
Availability
Semester 1
Assessment
A 3000 word essay
Content and Aims
This module supports students in distinguishing and evaluating the
philosophical (epistemological, ontological, ethical, metaphysical and
linguistic) underpinnings and methodological ramifications of different
approaches to business and management. It also discusses the roles of
the researcher in business research.
56194 Generic Skills in Research (10 Credits)
Co-ordinator
John Blenkinsopp [email protected]
Availability
Semester 1
Assessment
A 4000 word essay
Content and Aims
The aim of this module is to provide an introduction to a variety of generic
skills for researchers in Business and Management. The module makes
use of senior researchers’ expertise and experience in order to help the
students to further develop the skills of ‘doing research’. A distinctive
feature of the module is the emphasis placed on helping students to
develop a sound knowledge and understanding of the nature and conduct
of management and organisational research in order to satisfy the
requirements of an MPhil/PhD thesis and examination.
Constraints
This module aims to prepare students for their MPhil/PhD upgrade.
Therefore, it is not appropriate for students who are post-upgrade, and
such students will not be admitted to it.
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56196 Qualitative Research in Business and Management (10 Credits)
Co-ordinator
Prof David Collins [email protected]
Availability
Semester 2
Assessment
70% written assignment, 30% presentation
Content and Aims
The module provides an introduction to qualitative methods techniques to
enable students to understand the literature that uses these techniques.
The module will consider issues of observation in qualitative research, organization ethnography, sources and types of qualitative data, cross cultural implications of qualitative research, understanding qualitative
research and the limitations of these types of analysis.
Constraints
Students must have completed Philosophical Issues in Business and Management.
56197 Quantitative Research in Business and Management (10 Credits)
Coordinator
Dr Ashish Dwivedi [email protected]
Availability
Semester 2
Assessment
Research Paper
The assessment requires the students to prepare a paper that uses statistical tests (using SPSS) to assess hypotheses. The examples may be taken
from subject matter in the area of the research of the student. The data
must be collected from any legitimate source (commentary must be
provided on the validity and reliability of the data) and appropriate
statistical test(s) must be made to test the hypotheses. The assignment
must be no more than 3000 words. Material on the data or technical
material about the statistical test may be put in appendices. The
appendices do not count for the word limit. Copies of the full SPPS results
should be attached to the assignment.
Content and Aims
This module is suitable for researchers that need to be familiar with the
major quantitative methods techniques used in research in Business and
Management Studies so that they can understand the literature that uses
these techniques. The module explores the limitations of the various
techniques to enable students to critically evaluate literature that uses
quantitative techniques. The module also provides the basic knowledge
required to make informed decisions about the appropriate statistical
methods to use to analyse data in Business and Management research.
Page 147
56198 Multivariate Analysis (10 Credits)
Coordinator
Professor Richard Vidgen [email protected]
Availability
Semester 2
Assessment
The module will be assessed by a practical exercise using
SPSS (50%) and a short essay evaluating the use of multivariate data
analysis techniques used in journal papers in the subject area of the
research of the student. In these assessments students will demonstrate
that they can apply multivariate methods in practice, that they understand
the meaning of the findings presented in the papers and that they can
evaluate the strengths and weakness of the approaches that are taken.
Content and Aims
This module provides an introduction to multivariate analysis techniques to
enable students to understand the literature that uses these techniques and
to be able to assess if these techniques can be usefully applied to their own
research. The module also provides the basis from which students can
develop expertise in those areas of multivariate techniques that are useful
to them.
Constraints
The module is suitable for students with a good grasp of basic quantitative
methods - for example, students who have completed module 56197, or a
module that covers similar material.
Page 148
56293 Social Theory for Business and Management Research (10 Credits)
Co-ordinator
Dr Zhichang Zhu [email protected]
Availability
Semester 1
Assessment
Assessed by one 3000 word essay.
Social theories are critically important for informing business and
management studies. Without a basic grasp of social theories as 'middle
range theories', with research philosophies at the top and operational
topics at the bottom, research projects and their findings can be
theoretically superficial and of low quality. It is therefore a necessity for
students to learn to use social theories to explore, formulate, design and
conduct research projects, explain findings and publish outcomes, and
push forward the frontiers of both management studies and social theory.
This module introduces research students to a range of social theories with
a view to enhancing the ability of students to apply social theories into
business and management studies. Students completing this module will
be able to meet the following learning outcomes:
1: Understand a range of social theories
2: Demonstrate an awareness of the main debates in, and the frontiers of,
social theory
3: Choose relevant social theories and apply them to business and man
agement research projects
4: Position business and management research projects and findings in
the social theory landscape
5: Make a contribution to the development of social theories
Page 149
56193 Philosophical Issues in Business and Management 10 Credits
Co-ordinator
Dr D Thursfield
[email protected]
Dr PC Reedy
[email protected]
Availability
Semester 1
Assessment Strategies: - Essay of up to 3000 words which will assess the
major philosophical foundations and any ethical implications of the type of
research being pursued by the student.
Aims and Distinctive Features
The aim of this module is to enable students to differentiate between the
philosophical underpinnings and methodological ramifications of conducting
business and management research. Different approaches to research in
Business and Management will be explored and discussed by highlighting
debates, such as what 'knowing' amounts to, the role of researchers in relation to others involved in research projects, etc.
The distinctiveness of this module stems from the way in which it integrates
the philosophical, ethical and methodological issues relevant to research in
business, and makes these relevant to the students' programme of study.
56104 Constructing Systematic Literature Reviews (HUBS Students Only)
10 Credits
Co-ordinator
Availabiltiy
Dr Mark Rhodes
Semester 1
[email protected]
Assessment Strategies
The following assessment strategies are used within this module:
2250 word assignment (75%), a critical evaluation of different approaches
to conducting a literature review. 750 word assignment (25%), a reflection
on how the techniques have been applied to the conduct of the students
own SLR and how themes were identified from this.
Aims and Distinctive Features
The majority of studies focus on a narrative approach. Greater understanding and cultivated knowledge of constructing systematic literature reviews
will provide research students with an innovative methodology for creating
their literature review. In addition, the module will allow for the accommodation of evolving knowledge in the management fields and correspondingly
contribute to the management literature.
Page 150
56277 Advanced Microeconomics (10 credits)
Co-ordinator Keshab Bhattarai
Availability Semester 1
Pre-requisites M-level researchmethods. Assessment 2hr exam; 1hr test
Content and Aims
The main aim of the module is to develop theoretical and quantitative
foundations required for the PhD degree in economics or related subjects.
After completing thismodule, students should be able to follow advanced
textbooks or standard journal articles that apply advanced macroeconomic
theory including both dynamic optimisation and programming techniques
required for macroeconomic analysis. Keynesian, post Keynesian and new
Keynesian and new classicalmodels of business cycles, theories of
economic growth and open economymacroeconomics and fiscal,
monetary and trade policies will be reviewed. Students will be encouraged
to develop some of their own ideas for the coursework assignments and
will be required to achieve operational understanding of appropriate optimization software packages.
56268 Econometric Analysis (20 credits)
Co-ordinator Keshab Bhattarai
Availability Semester 2
Pre-requisites: Mlevel Economics andEconomic Forecasting or
Equivalent. Assessment A 1-hour class test during a slot normally used for
a lecture (20%), An insemester computer based assignment (20%), A
2-hour unseen written examination in the standard examperiod (60%).
Contact time 4 hours per week
Content and Aims
Themain aimof thismodule is to develop quantitative foundations required
for the PhD degree in economics or related subjects. It emphasizes both
the theory and applications of econometrics. After completing thismodule,
students should be able to follow advanced textbooks or standard journal
articles that apply econometric techniques. Students will be encouraged to
develop some of their own ideas for the coursework assignment, and will
be required to achieve operational understanding of appropriate
econometrics software packages. More specifically, themodule will review
the OLS, maximum likelihood and GMM estimation procedure, time
series and forecastingmodels, unit root, VAR cointegration, panel data
models, cross section methods, duration, Bayesian technique and volatility
and spectral analysis in such a way as to form the basis for the consideration of more advanced topics.
Page 151
56278
Advanced Macroeconomics (10 Credits)
Coordinator Keshab Bhattarai
Availability Semester 1
Pre-requisites M-level research methods
Assessment 2hr exam; 1hr class test
Content and Aims
The main aim of the module is to develop theoretical and quantitative
foundations required for the PhD degree in economics or related subjects.
After completing this module, students should be able to follow advanced
textbooks or standard journal articles that apply advanced micro economic
theory including both optimizing and programming techniques applied to
analysis of consumption decisions of house holds, production decisions of
firms, structure of markets and welfare and distribution analysis with static
and dynamic general equilibrium models. Game theoretic topic such as
bargaining and coalition, signalling, auction, mechanism design will be
reviewed. Students will be encouraged to develop some of their own ideas
for the coursework assignments and will be required to achieve
operational understanding of appropriate optimization software packages.
Page 152
Faculty of Education
Page 153
Faculty of Education
Graduate Research Director
Dr Catherine Montgomery Tel. 6187 [email protected]
General Comments
PhD students within the Faculty of Education should read the introductory
pages describing the Postgraduate Research Training Programme and the
information about University-provided training modules in generic skills.
Students within the faculty will normally be expected to take University
level module 05703, Research Progress Report at the end of their first
year of research as part of the upgrade process to the PhD programme.
Module 05042, Departmental Presentation, is also strongly recommended
for doctoral students and should normally be carried out within a few
months prior to submission of the thesis. Apart from these module
students may, in consultation with tutors, choose any other suitable
modules to make up the appropriate credit total.
The timetable of modules running in each semester will be displayed in the
Postgraduate Office in Wilberforce Building some weeks before the start of
each module. It is your responsibility to ensure you scan the notice board
regularly. In case of problems, please contact the Programmes Office
(Room 363, Wilberforce Building) in the first instance.
Not all modules may be available in any one year and the names of staff
may be subject to change. A Prerequisite is a module that must be studied
first. A Post-requisite is a module that must be studied afterwards.
Please see University Web pages (www.courses.hull.ac.uk) for full
descriptions of each module
Page 154
12040 Educational Technology – Issues in Implementation (20 Credits)
Coordinator Patrick Lynch [email protected]
Availability
Online, semester 2
Assessment A proposal for an individual paper (500 words) A critique and
evaluation of the first draft of a colleague's paper (500 words) Individual
paper and e-dossier (4-5000 words)
Content and Aims
This module aims to:
•
•
explore, compare and critically examine various technologies
deployed in education worldwide to support learning, with
reference to their application and appropriateness for learning and
teaching
critically examine practical, legal and ethical issues associated
with the implementation of existing and emerging technologies.
Working through an action learning approach, participants will "meet" in
small learning sets alongside a tutor and draw on the individual and
collective learning and experience by cooperation with others to develop
work on self-directed collaborative and individual assignments through
which they will critically examine topics of professional relevance and
importance
Page 155
12194
Coordinator
Availability
eAssessment (20 Credits)
Peter Williams
Semester 1
Aims and Rationale
Assessment has a centrally important role of not only as the basis for the
award of qualifications but as a central determinant of learners’ approach
to study. It is therefore unsurprising that as technology becomes an
increasingly prevalent in education and training, attention turns also to
ways in which the use of technology can enhance both the assessment
and feedback process and student learning.
This module aims to equip participants with the knowledge, understanding
and critical thinking skills which will enable them to make informed
decisions in the design, evaluation, and implementation of effective
eAssessment appropriate to particular contexts and associated learning
and assessment aims. The methodology employed in delivery of the
module is aimed to enable students to exercise choice over the content
and direction of their learning within critical exploration of professional and
academic issues related to the broad thematic areas addressed by the
module.
Module assessment
Participants on this module will be assessed 100% by coursework:
Assignments This 20 credit module will be assessed 100% by two
elements of coursework. Case study (70%), Equivalent of 3-4000 words A
case study exploration of a chosen eAssessment theme, drawing on
relevant literature to evaluate contextualised example(s) of chosen topic.
This will take the form of an ePoster. (70% - 3000-4000 words equivalent).
Page 156
12231 Contemporary & Critical Issues in Education (20 Credits)
Coordinator Ian White
This module aims to:
•
•
•
•
explore the nature of education and educational value using
disciplinary approaches for in-depth study in areas of personal
interest;
develop theoretical, methodological and analytical skills, enabling
students to critique current theories of education;
provide a reflective learning environment in which students can
consolidate, synthesize and refine their knowledge, understanding,
research and other capabilities;
examine issues of culture, migration and economy in relation to
educational engagement with problems of inequality, racism,
sexism and violence.
Module assessment
To complete the module successfully you must show that you have
achieved the module learning outcomes by submitting two assignments for
summative assessment. Each assignment must be of a pass standard,
receiving a mark of 40% or more, in order to pass the whole module. The
assignments are as follows:—
1)
2)
Selections from a critical learning journal, demonstrating
engagement with educational issues introduced on the module
(1500 words). Assessment weighting for this assignment: 25%
A portfolio of 4500 words or equivalent in total, demonstrating
coherent and critical engagement with aspects of an educational
issue introduced on the module. The portfolio must include a
written critique (2000 words) of selected published research on a
contemporary educational issue. Submitted before end of second
semester. Assessment weighting for this assignment: 75%
Further, more detailed guidance on each assignment will be provided separately during the module.
Page 157
12431 International Perspectives on Early Childhood (20 Credits)
Coordinator
Dr Ioanna Palaiologou
Availability
Semester 1
Assessment
4-6,000 word assignment
This module provides a critical approach to perspectives of childhood and
early years practice. It will develop skills, knowledge and understanding in
relation to key aspects of early childhood services and policies, both
nationally and internationally. It will question the views educationists have
of ‘childhood’ and consider the current values which predominate in this
country. This will be contrasted with international perspectives in order to
consider the future of early childhood provision.
Aims
This module will examine services, policies, legislation and curricula
approaches from the perspective of history and policy both nationally and
internationally. A central priority will be to place such understanding within a
broader appreciation of the professionals' continuing development.
12432 Child Development & Pedagogy (20 Credits)
Coordinator
Dr Ioanna Palaiologou
Availability
Semester 1
Assessment
4-6,000 word assignment
This module will explore key issues of child development and pedagogy by
applying skills of critical analysis and evaluation in relation to research,
theories and their practical experiences of children from birth to five years
old. Informed designs about a host of issues related to major theories of
child development and pedagogy will be considered.
Aims
To apply critical analytical skills to theories of child development and
approaches to pedagogy for young children; to explore the impact of
theories of child development to current initiatives and their effect to early
years pedagogy; to enable students to develop their understanding of the
concepts, principles and skills involved in studying early child development
and pedagogy.
Page 158
12437 Inclusion: Embracing Diversity (20 Credits)
Coordinator
Dr Max Hope
Availability:
Semester 1
Assessment: 30% exam & 70% assignment
Societies are becoming more diverse than they have ever been. This
module allows participants to explore the varying meanings of inclusion, as
these are understood nationally and internationally. The focus will be on
inclusion as a concept related to diversity. Through understanding the
historical development of the term, and how it is used today across the
world, the focus will be on those that might experience marginalisation
within society, but with a particular emphasis on educational contexts.
Discussions will be around those learners that have been traditionally
excluded from educational systems including learners defined as having
special educational needs, travellers, those from low social backgrounds,
from ethnic minorities etc.
Aims
To explore the complexities around the concept of inclusion and reach to
understandings in regards to the varying meanings of the term and the
impact that this might have for individuals and groups of learners.
12438 Reaching out to All Learners (20 Credits)
Coordinator
Dr Max Hope
Availability
Semester 2
Assessment
4-6,000 word assignment
Educational systems and contexts today have to respond to an increasingly
diverse population of learners. This module allows participants to explore
ways of reaching out to all learners, in varied educational contexts, with the
aim being to enable all learners to reach their full potential and achieve
satisfactory outcomes. There will be a strong emphasis on finding ways to
develop inclusive curricula to meet the needs of all learners, including
those defined as having special educational needs, travellers, those from
low social backgrounds, from ethnic minorities etc.
Aims
To build knowledge and capability to create, sustain and further develop
opportunities and outcomes for all learners in educational contexts.
Page 159
12439 Researching Inclusion – Moving Forward (20 Credits)
Coordinator
Dr Max Hope
Availability
Semester 2
Assessment
4-6,000 word assignment
Inclusion has been described as a never-ending process. In this sense,
researching organisations is seen as central in the development of
inclusive contexts. This module aims to explore ways of researching
inclusion in educational contexts in order to foster greater inclusion.
Particular emphasis will be given to methodological ways of engaging with
marginalised voices as an important aspect of developing inclusive
contexts.
Aims
To build knowledge and capability to create, sustain and further develop
ways to research inclusion with the aim being to improve educational
contexts.
Learning Outcomes
The module has the following Learning Outcomes:
1: Demonstrate knowledge and understanding of theories, values, policies
and current issues in inclusive education which are complex, conceptually
challenging and are at, or informed by, the forefront of educational practice.
2: identify and integrate information relevant and appropriate to the task
from a partially-prescribed range of sources;
3: Analyse, synthesise and critically evaluate complex concepts, theories
and issues, showing insight and understanding of alternative points of
view;
4: Apply selected aspects of theory to the work context and make informed
judgements about future practice and, where appropriate, propose original
responses.
5: Identify, access, select, use and evaluate appropriate methods of
enquiry to collect, analyse and present information and data to a
professional/academic audience;
6: Select, use and evaluate information and data to enable improved
practice;
7: Demonstrate the ability to assess and address challenges within
particular professional contexts;
8: Recognise, analyse and respond, where appropriate, to relevant risks,
legal and ethical issues;
9: Identify, select, plan for, use and evaluate innovative approaches and
new technologies to enhance student learning;
Page 160
12692 eTutoring & eLearning Course Design (20 Credits)
Coordinator Anamaria Camargo A.camargo.hull.ac.uk
Availability Semester 2
Assessment:
Participants on this module will be assessed 100% by coursework. Both
elements of assessment must be passed and all Module Learning
Outcomes achieved to pass the module.
eTeaching Practice Portfolio (70%) Focus on the planning, preparation,
implementation, observation and evaluation of an instance of e-teaching
practice in either their own subject discipline or in the area of staff/
professional development to be delivered during the course of the module.
The portfolio will involve a critical commentary of 3200-4000 words, relating
theory to practice with respect to eTP Practice plan, critical incident blog,
online peer observation reports, and self-appraisal of eTP implementation
and etutoring skills and strategies. Essay exploring one issue arising from
the eTeaching Practice and/or online peer observation and drawing on Hot
Seat discussion with peers. (30% - 1500-1800 words)
Module Aims
The module aims to provide an understanding of key issues in teaching
and supporting learners online as they apply to the design, planning and
implementation of online teaching. It will involve exploration of good
practice in relation to teaching online and/or within blended learning
contexts and also provide practical hands-one experience of supporting a
group of learners either in your own subject discipline or in the area of
staff/professional development.
The module should enable you to: explore and critically examine current
perspectives in e-Tutoring and elearning course design gain practical
experience of teaching online mentored and supported by the online tutor
examine good practice in terms of the processes and skills involved for the
tutor in supporting, facilitating and managing online learning and teaching
engage in critical dialogue related to issues raised in the module with a
community of peer learners.
Page 161
12693 eResourcing (20 Credits)
Coordinator Patrick Lynch [email protected]
Availability
Semester 2
Aims
The module aims to provide an introduction to principles of designing,
producing and evaluating resources for eLearning and examine current
research and practice in the areas of standards application, interoperability,
sustainability, learning object theory and design. The student will explore
the issues raised and apply knowledge gained through the evaluation and
design of resources for eLearning within the perspective of a professional
working context. They will be expected to demonstrate an understanding of
curriculum and course design and of how different factors affect the choice
of resources used to support eLearning in his/her
professional working context.
Module assessment
Assignments
This 20 credit module will be assessed 100% by two elements of
coursework.
1. Critical reflection on the theory of eResourcing (Pass/Fail)
Focus on your own research, participation in and contribution to online
discussion
Submission at the end of Unit 1
1000 words or equivalent – negotiated format
Full details of the Critical Reflection can be found on the eBridge Pathway.
2. Negotiated project (100% of module mark)
You will be required to negotiate a final project with your tutor for
submission at the end of the course. Assessment will be by portfolio.
The project involves two parts: part one – the project (1000 word
equivalent, 20% of the mark) this is the development of an eResource part
two - a critical commentary on your practice of eResourcing (3000 words,
80% of the mark) which examines and analyses the development process
and evaluates the eResource Full details of the Project can be found in the
eBridge Pathway.
Page 162
12668 Improving Student Performance: Theories & Technologies
(20 Credits)
Coordinator Ken Spencer [email protected]
Availability Semester 2
Aims
Models of information transmission and processing will be evaluated
against practical criteria. In particular, the use of technologies in education
will be considered in relation to pupil performance. New technologies will
be compared with older technologies in the building of a model which
accounts for the significant learning gains that can be achieved through the
use of information and communication technologies. In particular, the use
of computer-based models will be related to the most recent developments
in learning systems
Module assessments
This 20-credit module will be assessed on the basis of a course work
assignment of 4000-6000 words (see Learning Outcomes, above). It will
be assessed as follows:
A final grade for this module will be based upon one mode of assessment;
a course work assignment of 4-6000 words or equivalent. The assignment
will, in particular, be designed to test the extent to which students:
•
demonstrate an intensive & critical appreciation of the relevant
literature & theory;
•
investigate and report on practice in the topic area;
•
show an active synthesis between learning undertaken in
reviewing the academic discipline and the investigation of practice;
•
use appropriate academic referencing conventions.
12935 Policy, Globalisation & The National Context (20 Credits)
Coordinator Prof. Mike Bottery. [email protected]
Availability 2 x individul sessions - semester 1 (please see timetable, 364
Wilberforce Building).
Assessment 4-6k word assignments
Content and Aims
The purpose of this module is to provide analusis and understanding of
global pressures on nation- state policy making, and of how nation-states
mediate these pressures, with particular attention given to educational
policy-making. It is designed to sit in front of the other specialist module,
Policy making and its relationship to organisations, individuals and their
professional development, which will develop and complement the themes
introduced and expounded in this module.
Page 163
12978 An Introduction to Research Methods in Education (20 Credits)
Coordinator
Dr Kevin Burden
[email protected]
Dr Rania Filippakou
[email protected]
Availability
Semester 1
Assessment
5,000 word assignment
Content and Aims
Introduction to broad range of methods used in educational research. For
students considering a small-scale project for the dissertation the module
gives a background of research methodology and types of research. It
includes analysis of the literature reporting empirical studies in education.
Aims and Distinctive Features
1. To introduce students to a range of research methods used in
educational research
2. To develop students' ability to critique empirical research
3. To develop students' ability to formulate a research plan
Learning Outcomes
The module has the following Learning Outcomes:
LO#1: demonstrate rigorous understanding and interpretation of a relevant
body of methodological knowledge which is at the forefront of an academic
discipline or an area of professional practice;
LO#2: engage critically and in detail with theoretical ethical and empirical
aspects of relevant methodological knowledge;
LO#3: structure a sustained critical argument with consistency and coherence by making appropriate reference to scholarly evidence and research
sources;
LO#4: formal academic written English maintaining clarity of expression,
with discursive cohesion
Page 164
Centre for Environmental and Marine Sciences
Page 165
Centre for Environmental and Marine Sciences
Post Graduate Research co-ordinator: [email protected]
Environmental Scientists play a key role in identifying and resolving global,
regional and local environmental problems. Our Environment today
appears to be more fraught with problems than at any other time in our
history. Many of these problems are directly or indirectly related to the
actions of humans. Environmental science is the study of the
environment and man's impact on it and aims to resolve the problems
arising from human actions.
Page 166
50033 Basic Statistical Programming using R (20 Credits)
Scarborough Campus
Coordinator
Dr Magnus Johnson
[email protected]
Availability
Semester 3
Assessment:
Assessment of code generated during the course. (3000
words or equivalent, 50%. Completion of a piece of coursework consisting
of extensive analysis of a substantial data set using R. (3000 words or
equivalent, 50%).
Pre-requisites: Students will be required to complete a statistics test online
to demonstrate basic competency and/or encourage them to bring
themselves up to an appropriate level.
Aims and distinctive features:
This module aims to:
•
Familiarise students with the R environment.
•
Enable students to carry out basic and complex parametric and
non-parametric univariate analysis.
•
Introduce students to performing more complex multivariate
techniques.
Give students the knowledge and ability to investigate more specific/
specialist analytical techniques using the extensive resources available to
support this program.
Page 167
Index of modules
Page 168
Module Name of Module
56102
57004
06760
57005
13109
13108
08356
04309
06717
08968
08335
06748
06746
06749
06755
06763
06747
05011
05029
05010
12978
06992
06737
06726
58309
57128
16466
50033
05002
05027
14178
58311
06740
06744
06742
16444
05023
49056
08960
05024
31073
36945
06733
06735
12432
14237
Action Research
Page No
Advanced Circuits & Systems
Advanced Colloid Science
Advanced Control
Advanced Digital Systems Design
Advanced Discrete-time Signal Processing
& Integrated Circuit Design
Advanced Graphics and Games Programming
Advanced Optical Physics (Optical Communications;
Photonic Materials and Devices;
Fourier Optics and Holography; Non-linear Optics)
Advanced Organic and Organometallic Chemistry
Advanced Rendering
Advanced Software Engineering
Advanced Topics in Analytical Science
and Electron Transfer Chemistry
Advanced Topics in Forensic and Analytical Science A
Advanced Topics in Forensic and Analytical Science B
Advanced Topics in Materials Chemistry
Advanced Topics in Molecular Medicine
Advanced Topics in Nanotechnology
An Introduction to Qualitative Research (Easter School)
An Introduction to Qualitative Research (Summer School)
An Introduction to Quantitative Methods (Easter School)
An Introduction to Research Methods in Education
Analytical Chemistry Workshop
Analytical Laboratory and Advanced Analytical Topics
Analytical Topics with Analytical Laboratory
Applied Molecular Biology and Regulation of
Gene Expression
Applied Optoelectronics
Applied Renewable Energy
Basic Statistical Programming Using R
Communication Skills
Communication Skills (Easter School)
Bram Stoker: Literature, Thestre and the Gothic
Behavioural Ecology and Physiology of Aquatic Animals
Biological Macromolecules
Biomolecules, Toxicology and Separation Science
Biopolymers, Toxicology and Separation Science
Blue Planet
Booster Sessions for Local Pupils
British Society and Culture
C++ Programming and Design
Career Management Skills for Research Students
Careers Development and Communication Skills
Central Issues in Applied Social Research
Chemometrics with Advanced Analytical Topics A
Chemometrics with Advanced Analytical Topics B
Child Development & Pedgogy
Claiming Space with text and image:
140
109
122
109
109
Credit
10
20
20
20
20
109
109
20
20
141
125
109
109
20
20
20
20
130
127
128
129
129
128
49
54
49
161
130
127
125
116
109
134
164
29
48
60
117
122
123
122
132
31
73
109
32
114
96
126
127
155
62
20
20
20
20
20
20
10
10
10
20
10
20
20
20
20
20
20
5
5
20
20
20
20
20
20
5
20
20
20
20
10
20
20
20
20
Page 169
Module Name of Module
13960
88601
20719
35754
08981
36149
05045
05044
56104
12231
35751
16463
06981
06986
06982
13315
14159
35985
35939
31075
36127
08338
05030
14706
20721
05043
05042
14158
06731
12194
12040
36126
57024
57047
49058
05056
05053
16432
12693
36932
12692
20706
35750
20574
35953
35048
36075
58329
57481
Page No
Communication Systems
Communicating Gender and Sexuality
Communism in the Soviet Union and
Eastern Europe, 1945-1991
Comparative Social Policy
Component Based Architectures
Computerised Quantitative Data Analysis
Conference Poster
Conference Presentation
Constructing Systematic Literature Review(HUBS ONLY)
Contemporary & Critical Issues in Education
Contemporary Imprisonment
Contemporary Research in Human Geography
Continuing Professional Development for Chemists 1
Continuing Professional Development for Chemists 2
Continuing Professional Development for Chemists 3
Control & Robotics
Creative NonFiction
Crime, Deviance and Social Control II
Criminal Justice
Critical Appraisal Skills and Philosophical Foundations
of Psychology
Current Perspectives in Gender and Development
Data Mining and Decision systems
Data Management Research
Death, the Devil and the End of the World
Decolonisation: The Transition from British Rule in Asia,
Africa and the Middle East
Departmental Poster
Departmental Presentation
Discovering Voices
Drugs: From Design to Delivery
eAssessment
Educational Technology - Issues in Implementation
Encountering Development: Why Gender Matters
Engineering for Manufacture & Automation
Engineering Systems & Lifecycle Engineering
English for Law
Enhanced Information and Research Skills
Enterprise and Entrepreneurship Skills
Environmental Policy and Technology
eResourcing
Ethnographic Practice
eTutoring & eLearning Course Design
European Fisheries History
Evil
Experiencing the German Past
Explorations of Qualitative Research
Feminist Perspectives in Social Research
Feminist Theory Between Difference and Diversity
Field Studies
Finite Element Analysis
109
67
85
101
109
95
45
44
149
154
101
133
130
130
130
109
20
103
102
113
104
109
34
64
86
43
42
20
126
153
152
103
109
109
74
46
40
131
159
93
158
84
100
80
96
100
97
118
112
Credit
20
20
20
20
20
20
10
10
10
20
20
20
10
10
10
20
58
10
20
20
20
20
5
20
20
5
5
58
20
20
20
20
20
20
20
10
10
20
20
10
20
20
20
20
10
10
20
20
10
Page 170
Module Name of Module
58312
05019
05018
15550
58321
04306
08966
08336
14120
56194
16453
47723
49057
35029
20425
06729
12668
12437
20633
58970
05037
12431
20576
35024
35025
05031
20734
20589
14305
06701
57549
13978
57032
08982
20708
20732
20486
20643
14229
14184
14311
58374
56198
36967
58959
Page No
Fisheries Resource Management
For Assisting with Organisation of a Conference
For Chairing the Conference Organisation
French for Scientists
Freshwater Fisheries and Conservation
Fundamental Topics in Physics
(Electrodynamics;Spectroscropy)
Games Development Architecture
Games Programming and Advanced Graphics
Gender in Popular
Generic Skills in Research
Global Environmental Change
Health and Social Research
High-Level General English
Histories of Punishment
History Departmental Research Seminar Presentation
Hot Topics in Physical and Materials Chemistry
Improving Student Performance: Theories & Technologies
Inclusion: Embracing Diversity
India and the Two World Wars
Infection Control
Interdisciplinary Research Presentation
International Perspectives on Early Childhood
Key Debates and Sources in Imperial History
Key Issues in Identity Politics and Policies I:
Diversity in a post-national context
Key Issues in Identity Politics and Policies II:
Cultural and Practices of in/equalities
Knowledge Transfer Partnership
Associate Development Course
Late Saxon and Norman Yorkshire
Liberty and Authority, Law and Custom:
Constructing Life and Work at Sea
Literature and Law
Liquid Crystal Workshop
Logistics Technology
Low Power, Low Voltage design, VHDL
& Project Management
Machine Vision
Maintaining Large Software Systems
Medieval Latin
Medieval Life and Society
Medieval Yorkshire: from the Norman
Conquest to the Wars of the Roses
Military Society of the Middle Ages 1000-1400
Modern and Contemporary Literature
Modern City Fiction
Modern Children’s Literature
Molecular and Medical Parisitology
Multivariate Analysis
Multilevel Modelling (Summer School)
Muscle-Fitness and Failure
117
31
30
72
118
Credit
20
5
10
20
20
136
109
109
56
145
133
108
74
98
90
126
160
156
82
118
36
155
81
20
20
20
20
10
20
20
20
20
20
20
20
20
20
20
10
20
20
98
20
97
20
35
87
20
20
109
109
109
84
89
20
20
20
20
20
81
63
124
112
80
87
62
61
63
119
147
53
117
20
20
10
20
20
20
20
20
20
20
10
10
20
Page 171
Module Name of Module
25966
49055
49078
49079
36949
20703
04301
56193
36939
27951
35945
12935
88121
56103
36952
36953
20426
35050
05015
05033
16458
56129
57046
13319
05025
05032
05706
05036
05035
56196
56197
35034
13974
12438
12439
08961
14160
36968
16404
16489
20701
05013
05014
12042
05703
14730
14731
05051
58331
13977
Page No
Musicological Contexts
Online English Language
Online English Language Semester 1
Online English Language Semester 2
Other(ed) Bodies: Anthropology of Gender
and Sexual Diversity
Palaeography
Particles & Fields
Philosophical Issues in Business and Management
Philosophical Issues in Social Research
Philosophical Research Methods
Policing
Policy, Globalisation & the National Context
Portuguesse for Scientists
Positioning Your Research
Postgraduate Workshop 1 Semester 1
Postgraduate Workshop 2 Semester 2
Pomp as Politics: The Princely courts of
Germany and France
Poststructuralist Theories of the Body
Practical Demonstration Skills
Practical Entrepreneurship (Summer School)
Principles of GIS
Principles of Logistics & Supply Chain Management
Product Innovation & Support Technology
Product Planning, Project Management & Design Exercise
Project Managing your Research Degree
Project Managing your Research Degree (Summer School)
Published Research Paper
Published Academic Book Review
Public Engagement for PhD Students
Qualitative Research in Business and Management
Quantitative Research in Business and Management
Race' and Crime
Radio Technology, Spectrum Management & EMC
Reaching out to All Learners
Research Inclusion - Moving Forward
Real Time Graphics
Reading like a Writer
Regression Analysis (Summer School)
Renewable Energy
Renewable energy resources analysis
Research Design and Strategy for Historians
Research Design and the Practicalities of Research
(Easter School)
Research Ethics
Research Methods in Education Contexts
Research Progress Report
Research Skills, Methods, Methodologies I
Research Skills, Methods, Methodologies II
Researcher in Residence
Reviews in Biology and Biomedical Science
RF and Microwave Devices, Techniques & Measurements
78
73
75
75
105
83
136
145
94
90
102
160
77
143
93
93
89
90
30
52
133
109
109
109
33
51
41
37
36
146
146
99
109
156
157
109
59
53
131
135
83
30
29
84
41
65
65
38
119
109
Credit
20
20
10
10
20
20
20
10
10
20
20
20
20
10
10
10
20
20
5
10
20
20
20
20
10
10
15
5
10
10
10
20
20
20
20
20
20
10
20
20
20
5
20
20
10
20
20
10
20
20
Page 172
Module
Name of Module
Page No Credit
05701
06039
14223
08964
56293
88022
20505
06720
31072
36150
05052
57041
06722
35038
35703
56137
20484
20714
36144
05054
20259
20605
Safety in Research in Science and Engineering
Science Communication and Public Engagement
Sensation Writing
Simulation and Concurrency
Social Theory for Business and Management Research
Sociolinguistics
Sources and Methods for Maritime History
Spectroscopy and Structure Determination
Statistics and Design
Statistical Modelling
Stem Ambassador
Stress Analysis & Finite Element Analysis
Structure Determination and Analytical Techniques
Surveillance and Social Control
Survey Methods and Questionnaire Design
Systems Methodology
The Anarchy of King Stephen's Reign
The Archaeology of the Castle
The Body in Culture, Politics and Society
The Successful and Effective Research (Easter School)
The Imperial Crisis: Britain and America 1760-1776
The Parisi: Iron Age and Roman East Yorkshire
14164
Writing Short Stories
35702
The Research Interview
20705
The Ship in History
20730
Themes in Military History
35938
Theorizing about Crime
57042
Thermo-fluid Mechanics & Acoustics
58310
Threats and Remedies in Aquatic Environments
06724
Topics in Analytical Chemistry and Forensic Science
06727
Topics in Inorganic and Materials Chemistry
06752
Topics in Materials Chemistry
06753
Topics in Materials Chemistry
06750
Topics in Nanotechnology
06751
Topics in Nanotechnology
06714
Topics in Organic and Bioinorganic Chemistry
06712
Topics in Organic and Inorganic Chemistry
06710
Topics in Organic and Organometallic Chemistry
06711
Topics in Organic and Organometallic Synthesis
05901 - 05
Training Elsewhere
08985
Trustworthy Computing
14374
Unruly Voices: Resistance and Dissidence
08347
Virtual Environments and advanced Graphics
08965
Visualization
05705
Viva Voce Defence of the Research Report
20711
War and Peace in early Moderrn Central Europe
20720
Winston Churchill's Second World War as History
14124
Women and Travel: Literature and Art
56101
Writing for Publications
14162
Writing the Novel
40
120
61
109
148
76
85
121
113
95
39
109
121
99
94
144
79
88
105
50
79
82
94
84
88
102
109
116
122
125
123
129
123
128
121
120
120
124
47
109
64
109
109
41
87
86
57
141
59
60
5
20
20
20
10
20
20
20
20
20
10
20
20
20
10
10
20
20
20
20
20
20
10
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
5-25
20
20
20
20
5
20
20
20
10
20
20
Page 173