MODULE SPECIFICATION

  1. Title of the module

SO410 Doing Social Research with Numbers

  1. School or partner institution which will be responsible for management of the module

School of Social Policy, Sociology and Social Research (SSPSSR)

  1. The level of the module (e.g. Level 4, Level 5, Level 6 or Level 7)

Level 4

  1. The number of credits and the ECTS value which the module represents

15 credits (7.5 ECTS)

  1. Which term(s) the module is to be taught in (or other teaching pattern)

Autumn Term

  1. Prerequisite and co-requisite modules

None (students will be expected to be comfortable in using basic algebra).

  1. The programmes of study to which the module contributes

This is a core module for the following programmes:

  • BSc / MSCi Statistical Social Research
  • Q-Step Minor programmes in SSPSSR (BA Criminology with Quantitative Research, BA Social Policy with Quantitative Research, BA Sociology with Quantitative Research)

Available as a wild module throughout the Faculty of Social Sciences and the Faculty of Humanities.

  1. The intended subject specific learning outcomes.
    On successfully completing the module students will be able to:

8.1Demonstrate knowledge of validity, reliability and transparency issues when carrying out statistical analyses

8.2Understand the difference between descriptive statistics (i.e. central tendency and dispersion) and inferential statistics (i.e. correlation, regression)

8.3Demonstrate an ability to select the correct method of statistical analysis (description, correlation/association, statistical inference) based on the research question under study, the study design and data available

8.4Demonstrate an ability to read, understand and report/represent (e.g. tables, graphs) the results of regression analyses

8.5Demonstrate an ability to carry out multiple forms of regression analysis with the help of statistical software (e.g. SPSS, Excel)

8.6Demonstrate an ability to investigate the assumptions of regression (e.g. heterocedasticity) and assess whether to take appropriate actions when assumptions are not met (e.g. remove outliers)

8.7Understand the underlying principles of causality and main limitations when assessing causal inference

8.8Understand the advantages and limitations of using regression for the study of causality

  1. The intended generic learning outcomes.
    On successfully completing the module students will be able to:

9.1Demonstrate strong quantitative analytical skills that will enable them to examine complex societal processes

9.2Understand the strengths and weaknesses of quantitative methods of analysis and apply sound judgement when selecting the statistical method of analysis

9.3Demonstrate proficiency in the use of one or various statistical software packages (e.g. SPSS)

  1. A synopsis of the curriculum

This module aims to develop key statistical skills in students on their arrival at Kent, which they can build on in their further research and substantive modules in their degree. Learning will be oriented towards:

  1. Assessing the strengths and limitations of using regression analysis for the establishment of causal inference; This includes:
  2. Distinction between causality, correlation or association
  3. Levels of measurement (e.g. nominal, ordinal, interval, ratio)
  4. Methods of regression analysis (e.g. OLS and logistic regression) and related assumptions
  5. Learning how to respond to research questions with the application of statistical methods of analysis, mainly regression methods, with the help of statistical software.
  6. Learning how to interpret the outcome of regression models and contextualise the results within broader theories.
  1. Reading List (Indicative list, current at time of publication. Reading lists will be published annually)

Agresti, A. (2013). Categorical Data Analysis. Wiley

Allison, P.D. (1999), Multiple Regression: A Primer. SAGE Publications

Babbie (2010) The Practice of Social Research. Cengage Learning

Blastland, M. & Dilnot, A. (2007) The Tiger That Isn’t.Profile Books

Bryman, A (2008). Social Research Methods. Oxford University Press

Cook, T., & Campbell, D. (1979) Quasi-experimentation: Design and analysis issues for field settings. Rand McNally College Publications

Della Porta & Keating (2008) Approaches and Methodologies in the Social Sciences. Cambridge: Cambridge University Press

Diamond, I & Jefferies, J (2000).Beginning statistics : an introduction for social scientists. London: SAGE

Field, A. P. (2009) Discovering statistics using SPSS: (and sex and drugs and rock 'n' roll).

  1. Learning and Teaching methods

Contact hours:the course will be delivered over 11 weeks, with students receiving at least two hours of contact time per week. While the format of the contact time will vary depending on the topic, it will tend to consist of either a 1-hour lecture + 1-hour hands-on data analysis seminar, or a 2-hour data analysis workshop.

Study hours:beyond contact time (22 hours), students will be expected to do 128 hours of private study (approximately 10 hours per week) to meet the total 150 hours of study expected for a 15-credit module. This will include preparatory and follow up reading and research for lectures and seminars as well as work towards assessment.

  1. Assessment methods

Class participation (5%). Students will be assessed on their participation in class, focusing in particular on their contribution to in-class debates, preparing appropriately for the classes, and doing (and putting the requisite effort into) formative assignments. (Seminar leaders will keep a week-by-week record of students’ preparation and contributions, based on instructions provided by the module convenor). This will NOT assess students simply on the basis of their attendance.

Answer a research question with statistics – Group presentation (40%). Each group will give an in-class presentation on a research question of their choice where they analyse the relationship between two factors (or variables) and try to assess the (causal) relationship or association between these two variables, before and after the incorporation of a control variable. This will require setting some hypotheses, manipulating some data, carrying out very simple analyses and presenting the results with the use of causal diagrams. Students will be assessed on their ability to understand principles of causality, and the way in which they can present this clearly, linked to wider social theories.

Personal study – Report (55%). Students will write a 2500 word report trying to answer a research question. Students will be required to conduct a literature review, operationalise concepts, select the relevant variables for analysis and the statistical method, carry out the analysis and report the outcomes of the analysis. In all steps the student will be required to report on the limitations of the study.

  1. Map of Module Learning Outcomes (sections 8 & 9) to Learning and Teaching Methods (section12) and methods of Assessment (section 13)

Module learning outcome / 8.1 / 8.2 / 8.3 / 8.4 / 8.5 / 8.6 / 8.7 / 8.8 / 9.1 / 9.2 / 9.3
Learning/ teaching method / Hours allocated
Private study of approx. 10 hours per week / 128 /  /  /  /  /  /  /  /  /  /  / 
1 x 1-hour lecture per week / 11 /  /  /  /  /  /  /  /  /  / 
1 x 1-hour seminar per week / 11 /  /  /  /  /  /  /  /  /  /  / 
Assessment method
Class participation /  /  /  /  /  /  /  /  /  / 
Group presentation on a research question with statistics /  /  /  /  /  / 
Personal study report (2,500 words) /  /  /  /  /  /  /  /  /  /  / 
  1. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexiastudent support service, and specialist support will be provided where needed.
  1. Campus(es) or Centre(s) where module will be delivered:Canterbury

FACULTIES SUPPORT OFFICE USE ONLY

Revision record – all revisions must be recorded in the grid and full details of the change retained in the appropriate committee records.

Date approved / Major/minor revision / Start date of the delivery of revised version / Section revised / Impacts PLOs( Q6&7 cover sheet)
08/06/16 / Minor / September 2016 / 1 / No

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Module Specification Template (September 2015)