Level / 7
Credit rating / 20
Pre-requisites / Normal entry requirements for the Graduate Programme in Health and Social Sciences
Type of module / Extensive module (3 days and 2 days)
Aim / To enable the student to develop a deep and critical understanding of the principles underpinning research.
Learning outcomes/
objectives / On successful completion of the module the student will be able to:
- Demonstrate knowledge of ontology and epistemology in relation to research
- Explain how ontology and epistemology relate to methodology and methods
- Demonstrate knowledge and understanding of the philosophical positions of quantitative and qualitative research
- Critically appraise the design of research to create new knowledge
Content / Philosophy of natural science and the scientific method: empiricism, positivism, post-positivism. Philosophy of social science: interpretivism and social construction of knowledge. Critical realism and feminist research. Ontology and epistemology and how these influence the research process, including methodology and methods. The nature of professional knowledge and its creation. Evidence based practice and the hierarchy of knowledge.
Teaching and learning strategies / The module will be delivered using a range of interactive learning and teaching strategies. Power point and lecture format will also encourage interaction and discussion. Workshops and seminar delivery will also be used.
Contact time = 30 hours
Private and directed study = 170 hours
Total = 200 hours of student learning
Learning support / Students will be given guided study at least 6 weeks prior to the module. This subject area is fundamental to the application of a robust research study and it is expected that the student will need to continue to develop their understanding throughout the course of their research study at both MRes and ProfD level. Supervisors will offer further guidance in relation to the student’s specific research study.
Students will have support from the module leader and from the Department of Information Services. They will have access to module material via student central. The following key texts are considered indicative reading.
Belenky M F, Clinchy B M, Goldberger N R, Tarule J M (1986) Women’s Ways of Knowing, 10th edn. Basicbooks, New York
Berger P, Luckmann T (1967) The Social Construction of Reality. Penguin, Harmondsworth
Bhaskar R (2002) From science to emancipation; alienation and actuality of enlightenment. New Delhi: Sage
Blaikie N (1993) Approaches to Social Enquiry. Polity, Cambridge
Blaikie N (2000) Designing social research, the logic of anticipation. Cambridge: Polity
Brown, B., Crawford, P., & Hicks, C. (2003) Evidence-Based Research: Dilemmas and Debates in Health Care. Maidenhead; Open University Press
Burr V (2003) Social Constructionism, 2nd edition. London: Routledge
Crotty, M. (2004) The Foundations of Social Research. London: Sage
Denzin N K, Lincoln Y S (eds) (2000) Handbook of Qualitative Research, 2ndedn. Sage, Thousand Oaks
Dyson, S. & Brown, B. (2005) Social Theory and Applied Health ResearchBuckingham: Open University Press
Eraut M (1994) Developing Professional Knowledge and Competence. RoutledgeFalmer, London
Fish D (1998) Appreciating Practice in the Caring Professions. Butterworth-Heinemann, Oxford
Higgs, J., Richardson, B., & Dahlgren, M.A. (eds.) (2004) Developing Practice Knowledge for Health Professionals. Oxford: Butterworth Heinemann
Higgs J, Titchen A (2001) Practice Knowledge and Expertise in the Health Professions. Butterworth-Heinemann, Oxford
Lennon K, Whitford M (1994) Knowing the difference, feminist perspectives in epistemology. London: Routledge.
Assessment tasks / A 3000 word essay that explores the principles of research explored in this module and in relation to the students research study.
Brief description of module content and/or aims / This module explores fundamental issues underpinning the research process. It explores the assumptions of qualitative and quantitative research in relation to the construction and creation of new knowledge. It critically investigates the nature of professional practice knowledge and its creation in practice, and how this relates to evidence based practice.
Area examination board to which module relates / School of Health Professions Area Examination Board
Module team / Dr Kay Aranda, Prof Bob Brecher, Dr Huguette Comerasamy, Mark Devenney, Dr Nikki Petty (module leader), Prof Val Hall, Dr Graham Stew, Dr Laetitia Zeeman
Semester offered, where appropriate / 1
Site where delivered / Eastbourne
Date of first approval / March 2012
Date of last revision
Date of approval of this version / March 2012
Version number / 1
Replacement for previous module
Course(s) for which module is acceptable and status in that course / MRes Professional Research (Mandatory)
Professional Doctorate in Health and Social Care (Mandatory)
School home / School of Health Professions
External examiner / Dr Carol Taylor(term expires Sept 2015)
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