value equivalent N/A value 6. Attendance Full-time Part-time Distance learning Mode of attendance X X N/A

Transcription

1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Research Methods for Social Science and Health For undergraduate programmes only Single honours Joint Major/minor 2. Final award Award Title Credit value Postgraduate Certificate Research Methods for Social Science and Health ECTS Any special criteria equivalent N/A 3. Nested award Award Title Credit ECTS Any special criteria value equivalent N/A N/A N/A N/A N/A 4. Exit award Award Title Credit ECTS Any special criteria value equivalent N/A N/A N/A N/A N/A 5. Level in the qualifications framework 7 6. Attendance Full-time Part-time Distance learning Mode of attendance X X N/A Minimum length of programme 10 months 22 months N/A Maximum length of programme 2 years 4 years N/A 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Institute of Gerontology 10. Programme organiser and contact Details Dr. Karen Lowton x2566 karen.lowton@kcl.ac.uk 11. UCAS code (if appropriate) n/a 12. Relevant QAA subject benchmark/ Professional, statutory and regulatory body guidelines No discipline specific benchmark at level 7. Draws on Biomedical Science; Health Studies; Social Policy and Administration

2 (2007); Sociology 13. Date of production of specification March Date of programme review 2015/ Educational aims of the programme i.e what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme 1. To develop knowledge and a critical understanding of research design and governance, quantitative and qualitative methods, for research in health services and social science. 2. To prepare students to evaluate and apply critically this knowledge in a research context such as in the health service. 16. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: The programme provides a knowledge and understanding of the following: 1. Principles of research design and methodology commonly used in health service and social science research. Knowledge and understanding These are achieved through the following teaching/learning methods and strategies: Acquisition of 1-3 is through a combination of lectures, seminars, workshops, and practical exercises. 2. Ethical issues, research governance and the management of risk in health service and social science research. 3. Quantitative and qualitative methods of data collection, analysis and reporting. Assessment: By coursework designed in each module to assess students knowledge and understanding of key research processes. Intellectual skills: The ability to: 1 Identify and solve problems. 2 Analyse and interpret data. 3 Reason and evaluate critically. 4 Design and conduct a small piece of research and discuss its implications for health services and/or health practices. Skills and other attributes These are achieved through the following teaching/learning methods and strategies: Intellectual skills are developed through the teaching and learning programme outlined above. Analysis and problem solving skills are further developed through an examination of refereed journal articles. Assessment: Analysis and problem solving skills (1-

3 Practical skills: The ability to: 1. Present written findings in a professional manner. 2. Identify and source secondary literature and primary research material. 3. Use appropriate information technology including data management packages. 4. Apply appropriate research designs and methodologies to research questions in the health service and social science arenas. 2), the student s ability to reason and evaluate critically (3), and practical ability and understanding are assessed through coursework. These are achieved through the following teaching/learning methods and strategies: Practical skills are developed through the teaching and learning programme which in the modules makes use of coursework and sessions using IT appropriately. Assessment: Practical skills are formally assessed by written coursework in each module. 5. Undertake the collection, statistical analysis, and interpretation of quantitative data. 6. Collect, code, analyse and interpret qualitative data. 7. Retrieve, synthesize, and effectively present information from a variety of sources. Generic/transferable skills: The ability to: 1. Tackle problems in a rigorous and open-minded fashion, in a spirit of critical enquiry. 2. Develop effective and sustainable learning skills. 3. Manage time and input to best effect in fulfilling individual assignments. These are achieved through the following teaching/learning methods and strategies: Generic and transferable skills are developed throughout the teaching and learning programme outlined above and specifically through individual assignments in the modules and, where applicable, across the spectrum of modules. Assessment:

4 4. Make effective use of IT. 5. Write clear and well-focused short reports. Skill 1 is assessed by performance on assessed coursework. Generic and transferable skills, particularly skills 2-5, are informally assessed primarily through coursework assignments, where students may be required to work both jointly and individually. 17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines The main reference points used in designing the PG Certificate in Research Methods for Health Services were the QAA level descriptors, King's College London teaching and learning policies and subject benchmark statements from the QAA. The QAA has not yet published relevant PG Certificate level benchmark statements, but reference has been made to the QAA undergraduate benchmark statements for Biomedical Sciences, Social Policy and Administration and Sociology. The following are examples of how the benchmark statements link explicitly with teaching outcomes: a. The Biomedical Sciences document emphasises integration of the knowledge base of various key disciplines to further understanding of research, diagnosis and management of a clinical disorder and the role of epidemiology in the identification of risk and protective factors associated with disease development and of the latest major advances in the scientific understanding of human health and disease. These are addressed through Knowledge and Understanding, Skill 3 and Intellectual Skills 2 and 3. b. The Social Policy and Administration document stresses the rigorous linking of theoretical analysis with empirical enquiry and the interaction and inter-dependence between theory and the operation and impact of social policies. These are addressed through Knowledge and Understanding, Skill 1, and Intellectual Skills 1 and 2. c. The Sociology document refers to an understanding of the nature and appropriate use of diverse research strategies and methods and of the relationship between individuals, groups and social institutions. These are addressed through Knowledge and Understanding, Skill 1, Intellectual Skills 2, 3 and 4 and Practical Skills 1-4. d. Generic/transferable skills are embedded in the programme and applicable to all disciplines. 18. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic N/A Which is the lead department and/or School?

5 19. Programme structure Please complete the following table and, if appropriate, to include joint, major/minor or other variations Code = code of each module available for the programme Title = title of each module available for the programme, plus its credit level and credit value Status = please indicate whether the module is introductory (I), core (Cr), compulsory (Cp), one or more of however many modules must be passed to progress (CrCp), (P) professional (i.e. module testing skills/competency that has no credit level or value but is a professional body requirement) or optional (O) for each type of programme. For postgraduate programmes use the "single honours" column Pre-requisite/Co-requisite = where appropriate please indicate whether the module is pre-requisite to another module or co-requisite by noting pre or co and the module code that it is pre/co-requisite to. Assessment = please indicate in broad terms the assessment for the module eg written examinations, coursework (Note: the availability of optional modules may vary slightly from year to year; the following are the modules available at the commencement of the programme) Code Title Credit Level Full-time Study First Year 7SSAM123 Designing Quantitative Credit Value Status (I, Cr, Cp, CrCp, P, O) for each type of module Single Joint Major/ Minor Pre-requisite/ Co-requisite (Please note the module code) Single Joint Major/ Minor Assessment 7 15 Cr Coursework 7SSAM124 Quantitative Data Analysis 7 15 Cp Coursework 7SSAM125 Designing Qualitative 7 15 Cp Coursework 7SSAM126 Data Manipulation and 7 15 O Coursework

6 Management 7SSAM127 Researching Vulnerable Populations Part-time Study First Year 7SSAM123 Designing Quantitative Students must take 15 credits from the following modules: 7 15 O Essay 7 15 Cr Coursework 7SSAM124 Quantitative Data Analysis 7 15 Cp Coursework 7SSAM125 Designing Qualitative 7 15 Cp Coursework 7SSAM126 7SSAM127 Data Manipulation and Management Researching Vulnerable Populations 7 15 O Coursework 7 15 O Essay Second Year Students must take 30 credits from the following modules: 7SSAM124 Quantitative Data Analysis 7 15 Cp Coursework 7SSAM125 Designing Qualitative 7 15 Cp Coursework 7SSAM126 Data Manipulation and Management 7 15 O Coursework

7 7SSAM127 Researching Vulnerable 7 15 O Essay Populations If a Masters programme, are level 6 credit levels permitted within the programme? N/A Maximum number of credits permitted with a condoned fail (core modules excluded) 15 Are students permitted to take any additional credits, as per regulations A3? No Are students permitted to take a substitute module, as per regulations A3? No Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) No Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme. N/A

8 20. Marking criteria The College generic criteria for assessment of postgraduate work apply to the assessment of this programme, with the addition that no mark in any module may fall below 40%. 21. Will this Programme Board of Examiners report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here The PG Certificate Research Methods for Social Science and Health Board of Examiners will report to the existing Board of Gerontology examiners. 22. Please confirm that the process for nominating External Examiners has commenced, and if known, note whom the nominated External Examiner(s) may be The External Examiners for this PG Certificate will be existing External Examiners for the Board of Gerontology 24. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements All sessions are taught in Strand or Waterloo main buildings, which are accessible to students with disabilities. Teaching staff are located in a building which is also accessible to students with disabilities. There are a number of ways in which staff provide more general pastoral care to students with disabilities. All students have one member of the Department s academic staff as their Personal Tutor. Because of the small size of the Department (four permanent members of academic staff, all of whom teach on the Programme), students report communication with staff as excellent. Staff liaise with the School s disability advisor on any issue affecting a disabled student. Hearing loops are provided for students with hearing difficulties. All students have access to Student Welfare Services.