School for Policy Studies

MSc in Policy Research, MSc in Social Work Research and MSc in Disability Studies: Inclusive Theory and Research

Combined Programme Handbook

Academic Year 2019-20

This handbook tells you about your programme of study and the School for Policy Studies. However, much information you need as a student within the School is explained in the Faculty Postgraduate Student Handbook. Please read this handbook in conjunction with the Faculty of Social Sciences & Law Postgraduate Student Handbook for Taught & Research Students and the University Regulations and Code of Practice for Taught Programmes.

Faculty Handbook Available online at: https://www.bris.ac.uk/fssl/current-students/ Code of Practice Available online at: http://www.bristol.ac.uk/academic- quality/assessment/codeonline.html

CONTENTS

1 OVERVIEW OF THE PROGRAMMES ...... 5 MSC POLICY RESEARCH (MPR) [9SPOL023T] ...... 5 MSC SOCIAL WORK RESEARCH (MSWR) [9SPOL001T] ...... 6 MSC DISABILITY STUDIES: INCLUSIVE THEORY AND RESEARCH (MDS) [9ACHS007T] .. 7 1.1 THE SCHOOL FOR POLICY STUDIES (SPS) ...... 8 1.2 THE FACULTY OF SOCIAL SCIENCES AND LAW (FSSL) ...... 9 1.3 THE UNIVERSITY ...... 9 1.4 SUSTAINABILITY...... 9 1.4 STUDENT REPRESENTATION ...... 10 2 CALENDAR/TIMETABLE 2019-20 ...... 11 2.1 TEACHING BLOCKS ...... 11 2.2 VACATION DATES ...... 11 2.3 KEY PROGRAMME DATES FOR MSC POLICY RESEARCH, MSC SOCIAL WORK RESEARCH, AND MSC DISABILITY STUDIES ...... 11 2.4 PROGRAMME TIMETABLE ...... 12 3 PROGRAMME INFORMATION ...... 14 3.1 AIMS AND INTENDED LEARNING OUTCOMES (ILOS) OF THE PROGRAMMES ...... 14 MSc Policy Research ...... 14 MSc Social Work Research...... 15 MSc Disability Studies: Inclusive Theory and Research ...... 16 3.2 TIMINGS AND ORGANISATION ...... 18 Rotating programme units ...... 18 3.3 LEARNING PATHWAYS – SAMPLE ROUTES BASED ON PROGRAMME REGISTRATION ... 19 3.4 MANDATORY AND OPTIONAL UNITS BY PROGRAMME ...... 29 MSc Policy Research [9SPOL023T] ...... 29 MSc Social Work Research [9SPOL001T] ...... 31 MSc Disability Studies [9ACHS007T] ...... 33 3.5 PROGRAMME ADMINISTRATION ...... 35 3.6 PROGRAMME DIRECTOR ...... 35 3.7 PROGRAMME TEAM ...... 35 3.8 SCHOOL FOR POLICY STUDIES ...... 35 3.9 REGISTRATION ...... 36 New Students ...... 36 Returning Students ...... 36 3.10 UNIT ENROLMENT ...... 36 3.11 PERSONAL TUTORS ...... 36 3.12 THE NETWORK OF SUPPORT FOR PGT STUDENTS: A FLOWCHART TEMPLATE ...... 37 3.13 ACADEMIC STAFF TEACHING ON THE PROGRAMMES (2019-20) ...... 38 3.14 WELCOME WEEK INDUCTION SESSIONS (SEE PROGRAMME TIMETABLE) ...... 40 3.15 MANDATORY UNITS ...... 40 SPOLM0013 Philosophy and Research Design in the Social Sciences (3 days) 40 SPOLM0015 Introduction to Quantitative Research Methods in the Social Sciences (3 days) ...... 42

SPOLM0014 Introduction to Qualitative Research Methods in the Social Sciences (3 days) ...... 44 SPOLM0016 Further Quantitative Methods (3 days) ...... 46 SPOLM0017 Further Qualitative Methods (3 days) ...... 48 ACHSM0001 Inclusive Research with Disabled People (3 days) ...... 50 3.16 OPTIONAL UNITS (2019-20) AVAILABLE ON MSC POLICY RESEARCH, MSC SOCIAL WORK RESEARCH, MSC DISABILITY STUDIES ...... 52 SPOLM5010 Domestic Violence: Research, Policy and Activism (3 days) .... 52 SPOLM5011 Researching Poverty, Inequality and Social Exclusion (3 days) 57 SPOLM0050 Disabled Childhoods (3 days) ...... 58 SPOLM0049 Global Contexts of Rights and Disability (3 days) ...... 61 3.18 SPECIAL OPTIONAL UNITS ON MSC POLICY RESEARCH, MSC SOCIAL WORK RESEARCH, MSC DISABILITY STUDIES ...... 63 SPOLM4300 Supervised Independent Study ...... 63 SPOLM0012 Independent Study ...... 64 3.19 MSC PUBLIC POLICY (MPP) OPTIONAL UNITS ...... 66 3.20 OPTIONAL UNITS LIKELY TO BE OFFERED NEXT ACADEMIC YEAR ...... 68 SPOLM0011 Researching Child and Family Welfare (3 days) ...... 68 SPOLM5004 Researching Health and Social Care (3 days) ...... 70 3.21 PROGRAMME DISSERTATION UNITS ...... 72 Policy Research Dissertation ...... 72 Social Work Research Dissertation ...... 74 Disability Studies: Inclusive theory and Research Dissertation ...... 76 SOS-UK - Dissertations for Good ...... 77 4 ADMINISTRATION AND COMMUNICATION ...... 78 4.1 UNIVERSITY CARD ...... 78 4.2 BLACKBOARD ...... 78 5 ASSESSMENT AND FEEDBACK ...... 80 5.1 ASSESSMENT AND FEEDBACK STATEMENT FOR PGT STUDENTS ...... 80 5.2 ASSESSMENT ...... 80 5.3 SUBMISSION USING BLACKBOARD ...... 80 5.4 DISSERTATION SUBMISSION ...... 81 5.5 UNIT ASSIGNMENT EXTENSIONS ...... 81 5.6 PENALTIES ...... 82 Penalties for late submissions ...... 82 Penalties for over-length assignments ...... 82 5.7 FEEDBACK ...... 82 5.8 MARKING CRITERIA AND SCALES ...... 83 5.9 MARKING PROCEDURES ...... 85 5.10 CONFIRMATION OF MARKS AND STUDENT NOTIFICATION ...... 85 5.11 RESUBMISSION AND PROGRESSION...... 85 5.12 PROGRESSION AND COMPLETION IN TAUGHT POSTGRADUATE MODULAR PROGRAMME ...... 86 5.13 REFERENCING ...... 87 5.14 PLAGIARISM ...... 88 Plagiarism procedures ...... 91 5.15 AWARDS: TAUGHT POSTGRADUATE MODULAR PROGRAMMES ...... 91 5.16 TITLE OF AWARDS ...... 92 3

6 EXTENUATING CIRCUMSTANCES ...... 93 7 ABSENCES, ATTENDANCE, EXTENSIONS AND SUSPENSIONS ...... 94 7.1 STUDENT ABSENCE DUE TO ILLNESS OR OTHER CAUSES ...... 94 7.2 ATTENDANCE AND PROGRESS MONITORING ...... 94 7.3 UNIT STUDY EXTENSIONS / EXTENSION OF STUDY ...... 95 7.4 SUSPENSION OF STUDY ...... 95 8 UNIVERSITY LIBRARY SERVICE ...... 96 8.1 HOW TO REGISTER FOR THE LIBRARY ...... 96 8.2 THE ARTS AND SOCIAL SCIENCES LIBRARY ...... 96 8.3 LIBRARIES AND UNIVERSITY STUDY CENTRES ...... 96 8.4 SUBJECT LIBRARIAN FOR THE SCHOOL FOR POLICY STUDIES ...... 96 8.5 FINDING MATERIAL USING ‘LIBRARY SEARCH’ ...... 97 8.6 BORROWING MATERIAL ...... 97 8.7 FINDING ELECTRONIC FULL TEXT JOURNALS - ACCESS ON AND OFF-CAMPUS ...... 98 8.8 INTER-LIBRARY LOANS ...... 98 8.9 PRINTING AND PHOTOCOPYING ...... 98 8.11 FINDING JOURNAL ARTICLES, LITERATURE SEARCHING AND ONLINE DATABASES AVAILABLE ...... 99 8.12 LIBRARY ACCESSIBILITY AND SUPPORT SERVICE ...... 100 8.13 USING OTHER UK HIGHER EDUCATION LIBRARIES, SCONUL ACCESS SCHEME . 100 9 INFORMATION TECHNOLOGY AND COMPUTING SERVICES ...... 101 10 OTHER INFORMATION ...... 102 10.1 STUDY TIME FOR EACH UNIT ...... 102 10.2 UNIVERSITY’S LECTURE RECORDING SYSTEM ...... 102 10.3 STUDY SUPPORT ...... 102 10.5 ADDITIONAL PROGRAMME COSTS ...... 103 10.6 STUDENT COMPLAINTS PROCEDURE ...... 103 10.7 STUDENT APPEALS PROCEDURE ...... 104 10.8 DISABILITY SUPPORT ...... 104 10.9 FEES AND FUNDING ...... 104 10.10 SAFETY AND HEALTH SERVICES...... 104 10.11 STUDENT SERVICES ...... 104 10.12 BEYOND YOUR DEGREE ...... 105 Careers Service ...... 105 Doctoral Study...... 105 APPENDIX 1: PRECINCT MAP AND TRAVEL INFORMATION ...... 107 APPENDIX 2: HARVARD SYSTEM OF REFERENCING ...... 108 APPENDIX 3: ESSENTIAL IT SKILLS ...... 110 APPENDIX 4: INFORMATION FOR DISABLED1 STUDENTS ...... 111 APPENDIX 5: ETHICAL REVIEW AT THE SCHOOL FOR POLICY STUDIES .... 115 SPS RESEARCH ETHICS RESOURCES...... 115 DISCLAIMER ...... 116

1 OVERVIEW OF THE PROGRAMMES MSc Policy Research (MPR) [9SPOL023T] Researchers, research managers, policy advisers and service planners are all faced with a growing need for research that is timely and relevant. This programme builds on the links between research and policy in developing the particular skills and capacities needed by policy-oriented researchers, professionals and postgraduate students interested in carrying out public policy, social policy and social welfare research. We believe this is vital if researchers are to maximise the impact of their work in addressing issues of real concern to policy-makers.

The programme provides core research training in philosophy and research design in the social sciences, along with introductions to and further approaches in quantitative and qualitative methods in the social sciences. It also offers optional units in areas of the school's particular research expertise, such as child and family welfare, gender and violence, health and social care, poverty and social exclusion, and policy-oriented evaluation.

This programme builds on the links between research and policy in developing the particular skills and capacities needed by policy-oriented researchers, professionals, and postgraduate students interested in carrying out public policy, social policy and social welfare research.

We recognise that students will be joining with relevant - albeit varied - experience. Therefore, there will be opportunities for you to draw on your own experiences as researchers, managers and policy advisers and to share these with other participants on the programme. Those who have recently embarked on a career in policy research, or who hope to do so, will find the programme offers a unique combination of academic rigour, up-to-date policy content and relevant skills development.

Core units are taught in collaboration with other postgraduate programmes, providing a co-learning environment and giving you the opportunity to interact and share insights with other interest groups.

This programme aims to develop the student’s interest in and knowledge and understanding of:

• The epistemological, methodological and ethical aspects of conducting social science research; • The essential skills (research design, data collection, data analysis, presentation of results and policy/practice recommendations) for conducting high impact and quality research on issues of concern to policy makers and practitioners in statutory, voluntary and charitable sector organisations; • The broader social, political and economic context in which policy research is carried out and applied in policy making processes; • The requirements for effectively managing and commissioning research, including the utilisation and dissemination of research findings to policy makers and practitioners.

MSc Social Work Research (MSWR) [9SPOL001T] This programme is designed to build on the links between social work research and practice in a range of settings to develop the skills required by practice-based professionals and postgraduate students interested in carrying out social work and social care research.

You will learn the skills researchers need in order to maximise the impact of their work in addressing real issues of concern with policy makers, managers, practitioners and service users in social work and care.

The programme offers a combination of academic rigour, up-to-date practice content and relevant and transferable research skills development. Core units will draw on theories and research methods from across the social sciences - including economics, law and philosophy - providing you with a strong foundation with which to carry out your own research.

Optional units build on the school's particular research expertise and will focus on the skills you will require as a social work researcher engaged with a variety of disciplines. For example, you may choose to study community development programmes in the context of poverty, interventions to tackle domestic violence, or programmes for young offenders. Other optional units focus on the wellbeing of particular groups such as children with disabilities, people with severe and long-term mental illness, or asylum seekers and migrants.

We recognise that students will be joining with relevant, albeit varied, experience and there will be opportunities for you to draw on your own experiences as researchers, managers and policy advisers and to share these with other participants on the programme. A co-learning environment also allows students an opportunity to interact and share insights with other interest groups across postgraduate programmes.

This programme does not include practical training or lead to a professional qualification in social work. If you want to study for a qualification in social work practice, please see the MSc in Social Work.

This programme aims to develop the student’s interest in and knowledge and understanding of:

• The epistemological, methodological and ethical aspects of conducting social science research; • The essential skills (research design, data collection, data analysis, presentation of results and policy/practice recommendations) for conducting high impact quality research on issues of concern to policy makers and practitioners in statutory, voluntary and charitable sector organisations; • The broader social, political and economic context in which practice research is carried out and applied in social work and social care; • The requirements for effectively managing and commissioning research, including the utilisation and dissemination of research findings to policy makers and practitioners.

MSc Disability Studies: Inclusive Theory and Research (MDS) [9ACHS007T] This programme is closely connected with the research carried out at Norah Fry Research Centre in the School for Policy Studies, and aims to equip students with the skills, knowledge and ability to plan, manage and carry out rigorous academic research relevant to Disability Studies and to disabled people themselves.

You will gain the research skills to help make a positive difference to the lives of disabled people, with a special optional interest in people with learning (intellectual) disabilities and their families. The Norah Fry Centre for Disability Studies is a leading national centre of excellence for applied social research and teaching, and the programme is led by staff who are all active researchers. Elements of the programme are delivered by, or co-taught with, people with disabilities, including those with intellectual disabilities. The programme is one of only a few in the UK to offer disability studies students full research methods training. You will take core units in research design, quantitative methods and qualitative methods, plus an additional core unit about inclusive research with disabled people. The core units therefore provide a good grounding for those who wish to carry on to a PhD or take up research posts. A co-learning environment with social work and policy research students also provides an opportunity to interact and share insights with other interest groups. The optional units will give you a chance to consider research around inclusion for disabled people in relation to international rights, as well as UK structures in society. You will also have the opportunity to gain a particular awareness and skill set associated with emancipatory and participatory models of research, where people with disabilities take active roles in the research process.

On successful completion of MSc Disability Studies, students should be able to:

• Evaluate the robustness and validity of particular research evidence in relation to practice.

• Select appropriate research methodologies for particular research questions.

• Respect the voices and contributions of disabled people, and work with them on a basis of equality.

• Critique models of inclusion, in theory and practice

• Analyse and understand person centred practices, and their application with disabled people

• Analyse the problems and societal barriers facing disabled people

1.1 The School for Policy Studies (SPS) Head of School: Professor Esther Dermott The School for Policy Studies is a world-leading centre for research and teaching in interdisciplinary social science. Ranked 16th for Social Policy & Administration in the 2018 QS World University Rankings, 80% of our research is rated world-leading or internationally excellent, and our teaching programmes are consistently top-rated within the UK. We specialise in policy-relevant national and international research on children and families, housing and cities, governance, disability, gender-based violence, poverty and social justice, health and wellbeing, social work and social care, and nutrition, physical activity and public health. Our multidisciplinary team of policy experts come from a wide variety of backgrounds in social policy research, economics, education, history, human geography, nutrition and health sciences, social work, and sociology based within seven specialist research centres: ➢ Centre for Exercise, Nutrition and Health Sciences Centre Head: Dr Charlie Foster ➢ Children and Families Research Centre Centre Head: Professor Debbie Watson ➢ Centre for Gender and Violence Research Centre Head: Dr Emma Williamson ➢ Centre for Research in Health and Social Care Centre Head: Dr Paul Willis ➢ Centre for the Study of Poverty and Social Justice Centre Head: Professor Susan Harkness ➢ Centre for Urban and Public Policy Research Centre Head: Dr David Sweeting ➢ Norah Fry Centre for Disability Studies Centre Head: Professor David Abbott

A full list of all academic staff within the School, with their research and teaching interest, and their contact details, is available on the School website at http://www.bristol.ac.uk/sps/people. The School is committed to multi-disciplinary and inter-disciplinary working, integrating theory with practice, and to working at an international, national and local level. A commitment to equal opportunities practice also informs all the School's activities. The School has a large and thriving postgraduate student body of around 280 students with around 90 postgraduate research students studying full-time or part-time for PhD, MPhil and Doctorate degrees. The full range of postgraduate and undergraduate programmes offered at the School is listed at http://www.bristol.ac.uk/sps/study/. The School is located in several houses on Priory Road and Woodland Road. You can find other useful maps on the University website at http://www.bristol.ac.uk/maps/. See Appendix 1 for a precinct map and location of the School for Policy Studies.

1.2 The Faculty of Social Sciences and Law (FSSL) The School for Policy Studies is part of the Faculty of Social Sciences & Law which also includes the School of Sociology, Politics and International Studies, the School of Law, the School of Economics, Finance and Management and the Graduate School of Education. The School of Geographical Sciences has joint membership with the Faculty of Social Sciences & Law and the Faculty of Science. The Faculty is one of the UK's top social sciences and law faculties. Each department and centre within the Faculty has high ratings in research and teaching quality. The Faculty achieved a very strong performance in the RAE 2008 outcomes with over 87% of its research outputs being judged of international quality. Teaching excellence has been clearly demonstrated in Departments' QAA Subject Review scores. More details are on the Faculty website www.bristol.ac.uk/fssl/

1.3 The University The University of Bristol is a world-class university offering a stimulating academic environment with centres of excellence in all faculties. It was founded in 1876 as University College, Bristol and was the first higher education institution in England to admit women on a basis of equality with men. Its mission statement is “to pursue and share knowledge and understanding, both for their own sake and to help individuals and society fulfil their potential”. Organised in six faculties (Arts, Engineering, Medical and Veterinary Sciences, Medicine and Dentistry, Science, Social Sciences and Law), the University comprises approximately 5,500 staff, 12,500 undergraduate and 5,500 taught and research postgraduate students. Further information about the University of Bristol is available at www.bristol.ac.uk/university. The University is an integral part of the City of Bristol, a thriving and beautiful city with a history going back 1000 years. Bristol is a multicultural city of balloons and kites, clubs and DJs, festivals and carnivals, architecture and park land, business and new technology, theatres and museums, artists and animators, music and film. It has been officially designated a 'Centre of Culture' and a 'Science City' by the Government. In 2008, Bristol was given the European City of the Year Award by the Academy of Urbanism. Bristol has its own international airport and offers easy rail and motorway links to London, Birmingham and the North, Oxford, Wales and the West Country. Find out lots more about Bristol at www.bristol.ac.uk/citybristol/.

1.4 Sustainability The University’s Education Strategy (2017-23) commits the institution to incorporating Education for Sustainable Development (ESD) into its teaching and learning. See also, Green university http://www.bristol.ac.uk/green// The School and Faculty are all committed to enhancing and promoting Education for Sustainable Development. UNESCO defines Education for Sustainable Development in a broad manner covering four main areas: social and economic justice, cultural diversity, human rights of future generations and the protection and restoration of the Earth's ecosystems. It also stresses the importance of critical thinking, inter-disciplinary, multi-method approaches to assessment, and challenging approaches to, and ideas about, teaching and learning. You will encounter many of these issues and approaches both directly and indirectly during the course of your studies, although the School acknowledges that not all will be encompassed within 9 your particular subject-area. We encourage you to think creatively and critically about how your own subject addresses some or all of the following: ● A strong, stable and viable economy ● A healthy and just society ● Diversity ● Effective and participative governance ● Environmental limits and ecological wellbeing ● Quality of life ● Cultural heritage ● The rural and the urban (conflict and balance) ● Preparing for the imagined future ● Ethical questions

1.4 Student Representation Student representation is very important at Bristol. Staff and students work together at all levels to improve the student experience. You can have your say and bring about change by voting in elections, attending meetings or standing for election in academic societies, Staff-Student Liaison Committees (SSLCs) or Union Committees and roles. The Staff-Student Liaison Committee (SSLC) exists as a forum by which staff and student representatives can discuss all aspects of teaching and student welfare in our school. It provides a means by which you, as students, can pass your views to staff. Every single course and year group has its own course rep whose main responsibility is to collate and communicate the views of their peers at regular SSLC meetings held with the Programme Director. Course reps will also have the opportunity to meet termly with other course reps, the Head of School, the Education Director, PGT Director, Director of Doctoral Studies and Graduate Administration Manager to discuss common issues arising across programmes in the School. The Faculty Student-Staff Liaison Committee (SSLC) meets three times a year and has two student representatives from each School on its membership to discuss academic and pastoral matters that affect students. Student representation is operated in partnership with UBU (the Students' Union), who will elect, train, and provide continuing support to our student representatives. The aim is to ensure that reps are equipped to help us to jointly solve any problems together with our students, able to feed back any concerns you may have to the academic team, and are well known to you and feedback the results of conversations they have on your behalf. The UBU representative structure means that you have the opportunity to pass on feedback through a representative, or the opportunity to work closely with the academic staff yourself on behalf of those studying on your programme. An on-going, constructive dialogue about how we can improve your time studying at Bristol is enormously important to us. If this interests you, we would urge you to think about standing as a student representative at the beginning of the year. Elections will be run by UBU online. For more information please visit https://www.bristolsu.org.uk/student-voice.

2 CALENDAR/TIMETABLE 2019-20 2.1 Teaching blocks Welcome Week 23 - 27 September 2019 Teaching Block 1 30 September 2019 - 20 December 2019 Teaching Block 2 27 January - 7 May 2020 Teaching Block 3 (Dissertation) 11 May 2020 – 10 September 2020

2.2 Vacation dates Christmas vacation 23 December 2019 - 10 January 2020 Easter vacation 30 March - 17 April 2020 Bank Holidays 8 and 25 May 2020

2.3 Key programme dates for MSc Policy Research, MSc Social Work Research, and MSc Disability Studies Registration Monday 23rd September 2019 Programme Induction sessions Monday 23rd September 2019 School-wide Induction sessions Tuesday 24th September 2019 (1/2 day) Teaching starts Wednesday 2nd October 2019 Dissertation workshop Tuesday 18th February 2020 (14.00-17.30) Dissertation submission Tuesday 8th September 2020

2.4 Programme timetable Teaching Block 1 Week Dates (Day) Units Submission Marking date return date*** Mandatory (DS, PR, SWR, HWb): 0 23 Sept 2019 Introduction to School / (Mon, 09.30-16.00) Programmes and Faculty Registration Mandatory (DS, PR, SWR, HWb): 0 24 Sept 2019 SPS Welcome Week (Tues, 9.30-12.30) induction sessions Mandatory (DS, PR, Essay SWR): outline 1 02-04 Oct 2019 Philosophy and (optional): (Wed-Fri) Research Design in the 18 Oct 2019 25 Oct 2019 Social Sciences [SPOLM0013] * Full essay: 11 Nov 19 02 Dec 2019 Mandatory (DS, PR, Essay SWR): outline 4 24 Oct 2019 (Thur) Introduction to (optional): 5 31 Oct 2019 (Thur) Quantitative Research 18 Nov 2019 25 Nov 2019 6 07 Nov 2019 (Thur) Methods in the Social Sciences [SPOLM0015]* Full essay: 09 Dec 2019 09 Jan 2020 Mandatory (DS, PR, Essay SWR): outline 8 21 Nov 2019 (Thur) Introduction to (optional): 9 28 Nov 2019 (Thur) Qualitative Research 16 Dec 2019 23 Dec 2019 10 06 Dec 2019 (Friday) Methods in the Social Sciences [SPOLM0014]* Full essay: 17 Jan 2020 07 Feb 2020

Teaching Block 2 Week Dates (Day) Units Submission Marking date return date*** Mandatory (DS), Optional (PR, SWR): 13 27 Jan 2020 (Mon) Inclusive Research with 13 Mar 2020 03 Apr 2020 14 03 Feb 2020 (Mon) Disabled People 15 10 Feb 2020 (Mon) [ACHSM0001] Mandatory/Optional (PR, SWR), Optional (MDS): 13 29 Jan 2020 (Wed) Further Qualitative 17 Mar 2020 07 Apr 2020 14 05 Feb 2020 (Wed) Methods 15 12 Feb 2020 (Wed) [SPOLM0017] 12

Mandatory/Optional (PR, SWR), Optional (MDS): 13 30 Jan 2020 (Thur) Further Quantitative 18 Mar 2020 08 Apr 2020 14 06 Feb 2020 (Thur) Methods 15 13 Feb 2020 (Thur) [SPOLM0016] Mandatory (PR, SWR, Dissertation 16 18 Feb 2020 DS): Proposal: (Tues, 14.00-17.30) Dissertation Workshop** 24 April 2020 05 May 2020

17 26 Feb 2018 (Wed) Further Quals (09.30-11.00, [SPOLM0017] See date See date 11.30-13.00) NVivo Drop-in session above above (optional) 17 26 Feb 2020 (Wed) Inclusive Research (14.00-16.00) [ACHSM0001] tutorial See date See date (optional) above above 18 04 Mar 2020 (Wed) Further Quants (11.00-13.00) [SPOLM0016] See date See date SPSS Drop-in session above above (optional) Optional (PR, SWR only): 17 24 Feb 2020 (Mon) Domestic Violence: 15 Apr 2020 07 May 2020 18 02 Mar 2020 (Mon) Research, Policy and 19 09 Mar 2020 (Mon) Activism [SPOLM5010] DS Option#1, Optional (PR, SWR) 17 25 Feb 2020 (Tues) Global Contexts of 16 April 2020 08 May 2020 18 03 Mar 2020 (Tues) Rights and Disability 19 10 Mar 2020 (Tues) [SPOLM0049] DS Option#2, 20 16 Mar 2020 (Mon) Optional (PR, SWR): 21 23 Mar 2020 (Mon) Disabled Childhoods 30 Apr 2020 22 May 2020 EV1 30 Mar 2020 (Mon) [SPOLM0050] Optional (PR, SWR, DS): 20 19 Mar 2020 (Thurs) Researching Poverty, 01 May 2020 26 May 2020 21 26 Mar 2020 (Thurs) Inequality and Social EV1 02 Apr 2020 (Thurs) Exclusion [SPOLM5011]

Notes: * these units are usually done first by part-time students on the MSc Policy Research and MSc Social Work Research. ** mandatory unit for students planning to submit dissertation by 10 September 2020 *** summative feedback will normally be provided within three working weeks of the submission deadline, unless there is a special reason why this deadline cannot be met (i.e. Christmas/Easter Break, Bank Holidays, Staff workload commitments). Students will be informed when delays will occur. Unit assignments handed in late or with agreed extensions will be returned within 4 weeks.

3 PROGRAMME INFORMATION 3.1 Aims and Intended Learning Outcomes (ILOs) of the Programmes MSc Policy Research This programme aims to develop the student’s interest in and knowledge and understanding of: ● The epistemological, methodological and ethical aspects of conducting social science research; ● The essential skills (research design, data collection, data analysis, presentation of results and policy/practice recommendations) for conducting high impact and quality research on issues of concern to policy makers and practitioners in statutory, voluntary and charitable sector organisations; ● The broader social, political and economic context in which policy research is carried out and applied in policy making processes; ● The requirements for effectively managing and commissioning research, including the utilisation and dissemination of research findings to policy makers and practitioners.

This programme provides opportunities for students to develop and demonstrate knowledge and understanding, intellectual skills and other attributes:

Knowledge and Understanding 1. To be able to demonstrate knowledge and understanding of theoretical issues and academic debates in the ontology, epistemology and methodology of social science research; 2. To be able to demonstrate knowledge of concepts and theories that underpin an interdisciplinary understanding of the policy process in various settings; 3. To be able to demonstrate understanding of policy research design, methodology, and methods. 4. To be able to use knowledge of concepts and methods to inform policy research and analysis; 5. To be able to understand and apply practical and ethical issues in the design and conduct of policy research.

Intellectual Skills and Attributes 1. To be able to critically interpret and evaluate research on policy making, the policy making process, policy implementation, and policy outcomes; 2. To be able to design and conduct policy research appropriate to the requirements and questions of policy makers and other key stakeholders in various policy making environments and settings; 3. To be able to apply appropriate research designs, methodology, and methods of data collection and analysis in a rigorous manner; 4. To be able to use policy research to impact the policy process.

Other Skills and Attributes 1. To be able to design challenging yet feasible policy research briefs for others 14

to execute; 2. To be able to design and conduct policy research which recognises the resource constraints set by others in various policy making settings; 3. To be able to appreciate and build into policy research an appropriate ethical framework for the collection, analysis, presentation and storage of data; 4. To be able to carry out introductory quantitative and qualitative analysis techniques, including use of relevant computer packages; 5. To be able to effectively manage research projects commissioned from external bodies; 6. To be able to appreciate how to effectively collaborate with policy makers or other ‘end users/stakeholders’ in the design, conduct and interpretation of policy research; 7. To be able to effectively communicate the findings, recommendations and impact from policy research to a variety of academic and non-academic stakeholders and audiences.

MSc Social Work Research This programme aims to develop the student’s interest in and knowledge and understanding of: ● The epistemological, methodological and ethical aspects of conducting social science research; ● The essential skills (research design, data collection, data analysis, presentation of results and policy/practice recommendations) for conducting high impact quality research on issues of concern to policy makers and practitioners in statutory, voluntary and charitable sector organisations; ● The broader social, political and economic context in which practice research is carried out and applied in social work and social care; ● The requirements for effectively managing and commissioning research, including the utilisation and dissemination of research findings to policy makers and practitioners.

This programme provides opportunities for students to develop and demonstrate knowledge and understanding, intellectual skills and other attributes:

Knowledge and Understanding 1. To be able to demonstrate knowledge and understanding of theoretical issues and academic debates in the ontology, epistemology and methodology of social science research; 2. To be able to demonstrate knowledge of the scope and distinctiveness of social work/practice research; 3. To be able to demonstrate understanding of social work/practice design, methodology and methods; 4. To be able to use knowledge of concepts and methods to inform social work/practice research and analysis; 5. To be able to understand and apply practical and ethical issues in the design and conduct of social work/practice research, including research with and for marginalised, oppressed and vulnerable groups in society.

Intellectual Skills and Attributes 1. To be able to critically interpret and evaluate research on social work/practice; 2. To be able to design and conduct research appropriate to the requirements and questions of policy makers, practitioners, service managers, service users and carers; 3. To be able to apply appropriate research designs, methodology, and methods of data collection and analysis in a rigorous manner; 4. To be able to use social work/practice research to impact policy and social work/practice.

Other Skills and Attributes 1. To be able to design challenging yet feasible social work/practice research briefs for others to execute; 2. To be able to design and conduct social work/practice research which recognises the resource constraints set by others in various social work/practice settings; 3. To be able to appreciate and build into social work/practice research an appropriate ethical framework for the collection, analysis, presentation and storage of data; 4. To be able to carry out introductory quantitative and qualitative analysis techniques, including use of relevant computer packages; 5. To be able to effectively manage social work/practice research projects commissioned from external bodies; 6. To be able to appreciate how to effectively collaborate with service users and practitioners in the design, conduct and interpretation of social work/practice research; 7. To be able to effectively communicate the findings, recommendations and impact from social work/practice research to a variety of academic and non- academic stakeholders and audiences.

MSc Disability Studies: Inclusive Theory and Research This programme provides opportunities for students to develop and demonstrate knowledge and understanding, intellectual skills and other attributes:

Knowledge and Understanding 1. Social research evidence and the principles underlying the spectrum of methodologies in social research. 2. The theoretical principles of the active agency of disabled people in society, research and policy-making. 3. The underpinning theories and policies which support the inclusion of disabled people, especially in the areas of community, policy making and in research. 4. The Social Model of Disability, its critiques and the barriers faced by disabled people in local communities, education, research and policy-making 5. The issues faced by disabled people in achieving full citizenship and active voice 6. The principles of empowerment, inclusion and participation.

Intellectual Skills and Attributes 1. Evaluate the robustness and validity of particular research evidence in relation to practice. 2. Select appropriate research methodologies for particular research questions. 3. Respect the voices and contributions of disabled people, and work with them on a basis of equality. 4. Critique models of inclusion, in theory and practice 5. Analyse and understand person centred practices, and their application with disabled people 6. Analyse the problems and societal barriers facing disabled people

Other Skills and Attributes 1. Design, evaluate and participate in local research carried out within professional contexts 2. Work on a basis of equality with disabled people in research, and particularly people with learning disabilities 3. Communicate successfully with a range of disabled people in a variety of ways 4. Appreciate and evaluate research evidence in the context of professional practice

3.2 Timings and Organisation These Programmes are delivered through a combination of intensive block teaching and weekly delivery so as to be most accessible to postgraduate students, busy policy professionals and practitioners. The delivery of units on the programme is designed to allow students to accumulate credits flexibly and organise the patterns of attendance to suit their own needs and circumstances. The Programmes consist of a combination of Mandatory and Optional units and a research-based dissertation (equivalent to three units) which is undertaken over a period of up to 12 months (full-time), up to 2 years (part-time half-time), and up to 5 years (part-time variable). The Programmes are scheduled on an academic year cycle. However, part-time students will still be able to take units at times which suit their circumstances. Note: Optional units will run only if sufficient students express an interest in registering at any particular time. If less than eight students plan to register it is unlikely that the unit will run at that time.

Rotating programme units Please also note that not all optional units are offered on a yearly basis yearly. PR/SWR optional units are rotated as follows: Optional unit set #1 (even Optional unit set #2 (odd Scheduled to years) years) run Domestic Violence: Research, 2019-20 Policy and Activism [SPOLM5010] Researching Poverty, 2019-20 Inequality and Social Exclusion [SPOLM5011] Researching Child and Welfare 2020-21* [SPOLM0011] Researching Health and Social 2020-21* Care [SPOLM5004] * Subject to sufficient numbers registering to take the optional unit.

Note: Rotating course delivery past academic year 2019-20 subject to confirmation.

3.3 Learning Pathways – Sample routes based on programme registration 1) Full Time (FT) – 1 year – Probable route depending on choice of optional units (with a 3-month dissertation period) YEAR (2019- PR-SWR-DS PROGRAMME UNITS Mode of delivery DISSERTATION 20) Late Sept PR-SWR-DS Induction and Registration day 1 day Early October PR/SWR/DS Mandatory 1: 3-day block (Wed-Fri) Philosophy and Research Design in the Social Sciences [SPOLM0013] Late October/ PR/SWR/DS Mandatory 2: 3-week block Introduction to Quantitative Research Methods in the Early Social Sciences [SPOLM0015] November Late PR/SWR/DS Mandatory 3: 3-week block November/ Introduction to Qualitative Research Methods in the Social Sciences [SPOLM0014] Early December Late January/ DS Mandatory 4 (Optional PR/SWR): 3-week block Inclusive research with disabled people Early February [ACHSM0001] *note: runs in same week as Further Quals & Further Quants Late January/ SWR/PR Mandatory 4 (Optional PR/SWR/DS): 3-week block Further Qualitative Methods [SPOLM0017] Early February *can be taken as PR/SWR optional if not taken as *note: runs in same weeks mandatory as Further Quants & IRDP Late January/ PR/SWR Mandatory 4 (Optional PR/SWR/DS): 3-week block Further Quantitative Methods [SPOLM0016] Early February

YEAR (2019- PR-SWR-DS PROGRAMME UNITS Mode of delivery DISSERTATION 20) *can be taken as PR/SWR optional if not taken as *note: runs in same weeks mandatory as Further Quals & IRDP Mid February PR/SWR/DS Dissertation unit 1/2 day seminar Dissertation Workshop Late February PR/SWR Optional 1 (Optional PR/SWR only) 3-week block Begin drafting dissertation / Early March Domestic Violence: Research, Policy and Activism proposal [SPOLM5010] *run in alternate years *note: runs in same weeks as Global Contexts Late February DS Optional 1 (Optional PR&SWR): 3-week block / Early March Global Contexts Disability Research *note: runs in same weeks | [SPOLM0049] as Domestic Violence V Mid to late DS Optional 2 (Optional PR/SWR): 3-week block March Disabled Childhoods [SPOLM0050] *note: runs in same weeks as Researching Poverty Mid to late PR/SWR Optional 2 (Optional MDS): 3-week block March Researching Poverty, Inequality and Social *note: runs in same weeks Exclusion [SPOLM5011] *run in alternate years as Disabled Childhoods January – MSc Public Policy (optional units) Offered over 10 weeks in April TB2 April-May No teaching Continue drafting dissertation proposal Mid - May No teaching Draft dissertation proposal sent to Dissertation Unit convenor for approval 20

YEAR (2019- PR-SWR-DS PROGRAMME UNITS Mode of delivery DISSERTATION 20) Late - May No teaching Final dissertation proposal approved and Dissertation Supervisor allocated Early June No teaching 1st supervisor meeting- study plan/timetable/research ethics/critical review of literature/methodology Late June No teaching 2nd supervisor meeting- data collection July No teaching 3rd supervisor meeting- data analysis and writing up findings August No teaching Draft of full dissertation 4th supervisor meeting September No teaching Revisions and submission by: 08 September

2) Part-Time Half-Time (PTHT) Route – Illustrative route to complete MSc in Policy Research/Social Work Research/Disability Studies in 2 Years (with a 3-month dissertation period) YEAR PR-SWR-DS PROGRAMME UNITS Mode of delivery DISSERTATION Year 1 (2019- 20) Late Sept PR-SWR-DS Registration & Induction day 1 day Early PR/SWR/DS Mandatory 1: 3-day block (Wed-Fri) October Philosophy and Research Design in the Social Sciences [SPOLM0013] Late PR/SWR/DS Mandatory 3: 3-week block November/ Introduction to Qualitative Research Methods in the Social Sciences [SPOLM0014] Early December Late February Optional 1: One unit offered 3-week block / Early March Mid to late Optional 1: One unit offered 3-week block March January – MSc Public Policy (optional units) Offered over 10 weeks in April TB2 April-August No teaching Year 2 (2020- 21)

YEAR PR-SWR-DS PROGRAMME UNITS Mode of delivery DISSERTATION Late October/ PR/SWR/DS Mandatory 2: 3-week block Introduction to Quantitative Research Methods in the Early Social Sciences [SPOLM0015] November Late January/ DS Mandatory 4 (Optional PR/SWR): 3-week block Inclusive research with disabled people [ACHSM0001] Early February *note: runs in same week as Further Quals & Further Quants Late January/ PR/SWR Mandatory 4 (Optional PR/SWR/DS): 3-week block Further Qualitative Methods [SPOLM0017] Early February *can be taken as PR/SWR optional if not taken as *note: runs in same weeks mandatory as Further Quants & IRDP Late January/ PR/SWR Mandatory 4 (Optional SWR/PR/DS): 3-week block Early February Further Quantitative Methods [SPOLM0016] *note: runs in same weeks as Further Quals & IRDP *can be taken as SWR/PR optional if not taken as mandatory Mid February PR/SWR/DS Dissertation unit 1/2 day seminar Dissertation Workshop March Optional 2: One unit offered 3-week block Begin drafting dissertation proposal April Optional 2: One unit offered 3-week block | V January – MSc Public Policy (optional units) Offered over 10 weeks in April TB2

YEAR PR-SWR-DS PROGRAMME UNITS Mode of delivery DISSERTATION April-May No teaching Continue drafting dissertation proposal Mid - May No teaching Draft dissertation proposal sent to Dissertation Unit convenor for approval Late - May No teaching Final dissertation proposal approved and Dissertation Supervisor allocated Early June No teaching 1st supervisor meeting- study plan/timetable/research ethics/critical review of literature/methodology Late June No teaching 2nd supervisor meeting- data collection July No teaching 3rd supervisor meeting- data analysis and writing up findings August No teaching Draft of full dissertation 4th supervisor meeting September No teaching Revisions and submission by: 08 September

3) Part Time Variable (PTV) Route – Illustrative route to complete in 3.5 Years (with a 9-month dissertation period) YEAR PR-SWR-DS PROGRAMME UNITS Mode of delivery DISSERTATION Year 1 (2019- 20) Late Sept PR-SWR-DS Registration & Induction day 1 day Early PR/SWR/DS Mandatory 1: 3-day block (Wed-Fri) October Philosophy and Research Design in the Social Sciences [SPOLM0013] Late PR/SWR/DS Mandatory 3: 3-week block November/ Introduction to Qualitative Research Methods in the Social Sciences [SPOLM0014] Early December March Optional 1: Two units offered 3-week block January – April MSc Public Policy (optional units) Offered over 10 weeks in TB2 April-August No teaching Year 2 (2020- 21) October/ PR/SWR/DS Mandatory 2: 3-week block Introduction to Quantitative Research Methods in the November Social Sciences [SPOLM0015] Late January/ DS Mandatory 4 (Optional PR/SWR): 3-week block Inclusive research with disabled people [ACHSM0001]

YEAR PR-SWR-DS PROGRAMME UNITS Mode of delivery DISSERTATION

Early February *note: runs in same week as Further Quals & Further Quants March Optional 2: Two units offered 3-week block

January – April MSc Public Policy (optional units) Offered over 10 weeks in TB2 April-August No teaching Year 3 (2021- 22) Late January/ PR/SWR Mandatory 4 (Optional PR/SWR/DS): 3-week block Further Qualitative Methods [SPOLM0017] Early February *can be taken as PR/SWR optional if not taken as *note: runs in same weeks mandatory as Further Quants & IRDP Late January/ PR/SWR Mandatory 4 (Optional SWR/PR/DS): 3-week block Early February Further Quantitative Methods [SPOLM0016] *note: runs in same weeks as Further Quals & IRDP *can be taken as SWR/PR optional if not taken as mandatory Mid February PR/SWR/DS Dissertation unit 1/2 day seminar Dissertation Workshop March / April Optional 2 (if needed): Two units offered 3-week block Begin drafting dissertation proposal

YEAR PR-SWR-DS PROGRAMME UNITS Mode of delivery DISSERTATION January – April MSc Public Policy (optional units) Offered over 10 weeks in TB2 April-May No teaching Continue drafting dissertation proposal Mid - May Draft dissertation proposal sent to Dissertation Unit convenor for approval Late - May Final dissertation proposal approved and Dissertation Supervisor allocated June-Aug 1st supervisor meeting- study plan/timetable/research ethics/critical review of literature/methodology Year 4 (2022- 23) Sep-Oct 2nd supervisor meeting- data collection Nov-Dec 3rd supervisor meeting- data analysis and writing up findings January Submit draft of full dissertation

YEAR PR-SWR-DS PROGRAMME UNITS Mode of delivery DISSERTATION 4th supervisor meeting

February Final revisions and submission of dissertation by 15 February

3.4 Mandatory and Optional Units by Programme MSc Policy Research [9SPOL023T] The MSc Policy Research runs an Induction Day, which is mandatory for students enrolled on the programme (please see Key programme dates for date). The first three mandatory units, taken in common with students on the MSc Social Work Research and the MSc Disability Studies, will enable all students to gain a basic grounding in the philosophy and design of research in the social sciences, as well as both qualitative and quantitative methods. The additional mandatory unit is Further Quantitative Methods or Further Qualitative Methods. Students registered on the programme can also choose two amongst a number of optional units offered by the Policy Research, Social Work Research and Disability Studies programmes. Optional units offered on the MSc Public Policy are available.

Mandatory units Full-time students on the Policy Research programme will take the following four mandatory units. Part-time half-time students will take two of these units. Part-time variable students will take at least one of these units (starting with PRDSS).

SPOLM0013: Philosophy and Research Design in the Social Sciences SPOLM0015: Introduction to Quantitative Research Methods in the Social Sciences SPOLM0014: Introduction to Qualitative Research Methods in the Social Sciences SPOLM0016: Further Quantitative Methods or SPOLM0017: Further Qualitative Methods

Optional units Full-time students on the Policy Research programme will take two optional units from the following, while part-time students (half-time and variable) should take at least one of these optional units. MPR/MSWR optional units (TB2):

SPOLM0016: Further Quantitative Methods (if not taken as Mandatory) or SPOLM0017: Further Qualitative Methods (if not taken as Mandatory) SPOLM5010: Domestic Violence: Research, Policy and Activism SPOLM5011: Researching Poverty, Inequality and Social Exclusion

MDS optional units (TB2): ACHSM0001: Inclusive Research with Disabled People SPOLM0050: Disabled Childhoods SPOLM0049: Global Contexts of Rights and Disability

MPP optional units (running over 10 weeks in TB2): SPOLM1062: The Economics of Public Policy SPOLM1066: Health and Health Care in a Global Context SPOLM0043: Public Policy for a Complex and Uncertain World

SPOLM1068: The International analysis of poverty, inequality and social exclusion SPOLM0042: Migration, Asylum and Human Rights: EU and Global Policy Perspectives SPOLM0056: Public and Social Policy in East Asia

Dissertation unit Full-time students on the Policy Research programme will also be required to take the following dissertation unit (see Key programme dates for Dissertation Workshop).

SPOLM5100 Policy Research Dissertation

MSc Social Work Research [9SPOL001T] The MSc Social Work Research runs an Induction Day on, which is mandatory for students enrolled on the programme (see Key programme dates). The first three mandatory units, taken in common with students on the MSc Policy Research and the MSc Disability Studies, will enable all students to gain a basic grounding in the philosophy and design of research in the social sciences, as well as both qualitative and quantitative methods. The additional mandatory unit is Further Quantitative Methods or Further Qualitative Methods. Students registered on the programme can also choose two amongst a number of optional units offered by the Policy Research, Social Work Research and Disability Studies programmes. Optional units offered on the MSc Public Policy are available.

Mandatory units Full-time students on the Social Work Research programme will take the following four mandatory units. Part-time half-time students will take two of these units. Part-time variable students will take at least one of these units (starting with PRDSS).

Optional units Full-time students on the Social Work Research programme will take two optional units from the following, while part-time students (half-time and variable) should take at least one of these optional units.

MPR/MSWR optional units (TB2): SPOLM0016: Further Quantitative Methods (if not taken as Mandatory) or SPOLM0017: Further Qualitative Methods (if not taken as Mandatory) SPOLM5010: Domestic Violence: Research, Policy and Activism SPOLM5011: Researching Poverty, Inequality and Social Exclusion

MDS optional units (TB2): ACHSM0001: Inclusive Research with Disabled People SPOLM0050: Disabled Childhoods SPOLM0049: Global Contexts of Rights and Disability

MPP optional units (running over 10 weeks in TB2): SPOLM1062: The Economics of Public Policy SPOLM1068: The International analysis of poverty, inequality and social exclusion SPOLM0042: Migration, Asylum and Human Rights: EU and Global Policy Perspectives

Dissertation unit Full-time students on the Policy Research programme will also be required to take the following dissertation unit (see Key programme dates for Dissertation Workshop).

SPOLM0039: Social Work Research Dissertation

MSc Disability Studies [9ACHS007T] The MSc Disability Studies provides an Induction day, which is mandatory for students enrolled on the programme (see Key programme dates for date). The majority of students on this programme are part-time, often on a flexible basis; they start with the first mandatory unit, and then generally complete one other mandatory unit, and one optional unit, in the first year. The first three mandatory units, taken in common with students on the MSc Policy Research and the MSc Social Work Research, enable all students to gain a basic grounding in design of research, as well as both qualitative and quantitative methods. This includes an orientation and application of research within the Disability Studies area, firmly grounded in the development of generic social research skills. The fourth mandatory unit on this programme is the specialist unit ‘Inclusive Research’, which builds on the knowledge and skills in the other three research methods units, to apply these within an inclusive context in Disability Studies. Optional units will offer students on the Disability Studies programme an opportunity to develop skills and critical knowledge about research methods to explore social inclusion, education, citizenship and personalisation. These units aim to develop professional and academic skills in developing effective working partnerships and understanding for inclusion of disabled people in society. Mandatory units Full-time students on the Disability Studies programme will take the four following mandatory units. Part-time half-time students will take two of these units. Part-time variable students will take at least one of these units (starting with PRDSS). SPOLM0013: Philosophy and Research Design in the Social Sciences SPOLM0015: Introduction to Quantitative Research Methods in the Social Sciences SPOLM0014: Introduction to Qualitative Research Methods in the Social Sciences ACHSM0001: Inclusive Research with Disabled People

Optional units Full-time students on Disability Studies will take two optional units, while part- time students (half-time and variable) should take at least one optional unit. Students (full-time and part-time) must take at least one of the following two optional units. MDS optional units (TB2): SPOLM0050: Disabled Childhoods SPOLM0049: Global Contexts of Rights and Disability

One additional optional unit from the following list is permitted.

MPR/MSWR optional units (TB2): SPOLM0016: Further Quantitative Methods SPOLM0017: Further Qualitative Methods SPOLM5011: Researching Poverty, Inequality and Social Exclusion

MPP optional units (running over ten weeks in TB2): 33

SPOLM1068: The International Analysis of Poverty and Social Exclusion

Dissertation unit Full-time students on the Disability Studies programme will also be required to take the following dissertation unit (see Key programme dates for Dissertation Workshop).

ACHSM0004: Dissertation (Disability Studies: Inclusive Theory and Research)

3.5 Programme Administration All programme administration is carried out through the Postgraduate Student Administrator’s office. The Postgraduate Student Administrator is the first point of contact for enquiries, submission of work, assessment, feedback and all the administrative business connected with the course. As there is little face to face contact with the Postgraduate Student Administrator, it is important that your personal details are kept up to date (you can make changes online).

Mrs Amy Poynter Postgraduate Student Administrator MSc Policy Research, MSc Social Work Research and MSc Disability Studies School for Policy Studies 6 Priory Road, Room G.2 Bristol BS8 1TZ Email: [email protected]

Tel: +44 (0)117 331 0474

You will also need to keep the University informed of your personal and course details. There is a very simple way of doing this online – go to www.bristol.ac.uk/studentinfo, log in using your UoB username and password, and any amendments you make will automatically be updated on the University central records system. 3.6 Programme Director Dr Demi Patsios MSc Policy Research MSc Social Work Research MSc Disability Studies 7 Priory Road, Room 1.6 Bristol BS8 1TZ Email: [email protected]

Tel: +44 (0)117 95 46774

3.7 Programme Team The Team is made up of the Programme Director, and all members of the teaching team. It is responsible for the development, management and quality assurance of the Programmes.

3.8 School for Policy Studies School for Policy Studies University of Bristol 8 Priory Road

Bristol BS8 1TZ Tel: +44 (0)117 954 6755 Fax: +44 (0)117 954 6756 Email: [email protected] Website: http://www.bristol.ac.uk/sps/

3.9 Registration New Students Online registration opens on the 4th September and you will be emailed full details of how to register and upload a photo for your student card. You will complete registration in person on the 23rd September and collect your student card. Provided you have accepted your offer on Hobsons, you will receive an email asking you to register online and upload a photo for your UCard. Note: All new students must attend FSS&L registration (see Key programme dates). Returning Students You will need to re-register every subsequent year of study. You can do this very simply online – you will receive a reminder email from the University to prompt you.

3.10 Unit Enrolment In late August/early September you will receive a timetable of Mandatory and Optional units for the forthcoming year. Whether you are studying on a part- or full-time basis, you are required to indicate which units you will be taking. This information must be returned to the Postgraduate Student Administrator in order that registers can be drawn up and students registered on Blackboard. For newcomers to the programme it is advisable to discuss your unit choices with the Programme Director first. If there are any changes to your planned programme of study you MUST inform the Postgraduate Student Administrator at the earliest possible notice.

3.11 Personal Tutors Every postgraduate student registered on a taught programme in the School for Policy Studies will be assigned a Personal Tutor, an academic member of staff who is your personal first point of contact. The role of a Personal Tutor is to provide you with a stable academic point of contact while you study at the University. Personal Tutors can support you to manage the transition to postgraduate study, help you to understand what is expected of you academically and, signpost you to other support services elsewhere in the University. Students are expected to meet formally with their personal tutor (face-to-face, skype, phone) once in each of Teaching Blocks 1, 2 & 3. Schools Senior Tutor: Aggie Bezzina General information for students on personal tutoring is available online at: https://www.bristol.ac.uk/students/study/faculty-study-support/personal-tutoring/ 36

3.12 The Network of Support for PGT Students: A flowchart template

Student Reps can raise issues for Student wider discussion at the school level.

Academic Queries Pastoral Issues

Hall of Residence (if applicable) • Warden

Unit Convenor Personal Tutor Deputy Student • Student Support Administration Administrator Dissertation Supervisor Manager • Senior Resident (Personal Tutor may liaise with (To be confirmed) School Senior Tutor) (Agnes Bezzina) Faculty-level guidance for staff: Graduate Education Director

Faculty Education Manager Specialist Professional Services Vulnerable Students’ Support Service Students can refer themselves to these central services themselves, or they For referral by staff only. This is support can be referred by staff in Schools and Residences. for vulnerable students where it is not • Accommodation Office (www.bristol.ac.uk/accommodation) clear what other service is appropriate. • Careers Service (www.brsitol.ac.uk/careers) (www.bristol.ac.uk/studentservices/vulne • Disability Services (www.bristol.ac.uk/disability-services) rablestudents) • International Advice & Support (www.bristol.ac.uk/international-office) • Just Ask, Students’ Union (www.ubu.org.uk/justask) • Multifaith Chaplaincy (www.bristol.ac.uk/chaplaincy) • Student Counselling Service (www.bristol.ac.uk/student-counselling) • Student Funding Office (www.bristol.ac.uk/fees-funding) • Students’ Health Service (www.bristol.ac.uk/students) • Widening Participation Student Support Team (www.bristol.ac.uk/wp)

3.13 Academic Staff teaching on the Programmes (2019-20) Name Email Tel [email protected] 0117 331 0974

Sandra Dowling (Unit director) [email protected] 0117 954 6649

Sebnem Eroglu- Hawksworth (Unit director) [email protected] 0117 954 6703

Eldin Fahmy (Unit convenor) [email protected] 0117 954 6626

Marianne Hester (Unit director) [email protected] 0117 954 6705

Ellie Johnson (Unit director)

[email protected] 0117 331 0482

Laura Johnson (Unit director) [email protected] 0117 954 6774

Demi Patsios (Programme Director, Unit director, MPR/SWR/MDS Dissertation Unit convenor) [email protected] 0117 331 0976

Beth Tarleton (Uni director) [email protected] 0117 954 6786

Debbie Watson (Unit director)

3.14 Welcome Week Induction sessions (see Programme timetable) Disability Studies, Policy Research, Social Work Research, MRes Health and Wellbeing Welcome/Introductory Session (1.5 days) Mandatory for: MSc Disability Studies, MSc Policy Research, MSc Social Work Research and MRes Health and Wellbeing Convenors: Sandie Dowling, Demi Patsios, Pauline Heslop The Programme Induction Day is held on the first day of Welcome Week and prior to Faculty Registration and acts to formally introduce students to the School and University via information sessions and events. In addition to being provided an overview of the Programmes and the School, students will attend sessions on Library and Computing facilities at the University, UoB Careers Service, Personal Tutoring in the School and session on study skills and learning expectations (including referencing and avoiding plagiarism).

3.15 Mandatory Units SPOLM0013 Philosophy and Research Design in the Social Sciences (3 days) Mandatory for: MSc Policy Research / MSc Social Work Research / MSc Disability Studies Credit points: 20 credit points Convenor: Demi Patsios Unit description and aims This unit forms the introduction to the MSc Policy Research, MSc Social Work Research and MSc Disability Studies. The unit aims to provide foundation knowledge and skills for the design of research in the social sciences, including an appreciation of philosophical, practical and ethical issues. Students will apply these in the particular context of their own discipline. The specific aims of the unit are as follows: ➢ Acquaint students with theories of the ‘state’ and of the ‘process’ of policymaking and implementation, including the role of research ‘for policy’ and ‘of policy’. ➢ Provide students with up-to-date knowledge of the key elements of the research process as it relates to policy, practice and to end ‘users’ of research, and of the differences between quantitative and qualitative research methodologies. ➢ Develop a clear understanding of the broader context in which policy is developed and how to evaluate the effectiveness of policy in relation to practice and to end users of policy. ➢ Provide awareness and guidance on the ethical issues to be addressed when undertaking policy, practice and disability research.

Unit learning outcomes

➢ Have an understanding of the differing philosophical bases of social science research. ➢ Appreciate the relevance of social science theories to the design of research. ➢ Understand the principles and processes of research design ➢ Appreciate a range of ethical issues in the design and conduct of social research.

Methods of Teaching Lectures/presentations, seminars, group work, virtual learning environment Methods of Assessment Formative assessment: Group exercise/presentation (10-15 min.) on principles and processes of research design with verbal feedback from unit convenors. Summative assessment: Completion of a 3,500-4,000-word essay. The essay should demonstrate that the student has a clear understanding of: the relevant epistemological and theoretical debates underpinning policy, practice and disability studies research, the research process and the relationship between policy making, policy implementation and policy/practice/disability studies research. Key Readings ➢ Babbie, E. (2013) The Practice of Social Research, 13th ed., Belmont, CA: Wadsworth. [Online access. The library also has physical copies.] ➢ Bogenschneider, K. and Corbett, T. (2010) Evidence-based policymaking: insights from policy-minded researchers and research-minded policymakers, London: Routledge. [H97 BOG] ➢ Bryman, A. (2012) Social Research Methods, 4th ed., Oxford: Oxford University Press. [H62 BRY] ➢ Becker, S., Bryman, A. and Ferguson, H. (eds) (2012) Understanding Research for Social Policy and Social Work: themes, methods and approaches, Bristol: The Policy Press. [HN29 UND] ➢ Benton, T. and Craib, I., (2011) Philosophy of Social Science: the philosophical foundations of social thought, 2nd ed., Basingstoke: Palgrave Macmillan. [HM24 BEN] ➢ Colebatch, H. (2009) Policy, 3rd ed., Maidenhead: Open University Press. [HV245 COL] ➢ Considine, M. (2005) Making Public Policy: Institutions, Actors, Strategies, Oxford: Polity. [HN28 CON] ➢ Creswell, J.W. (2014) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th ed., Los Angeles: Sage. [H62 CRE] ➢ Davies, H.T.O., Nutley, S. and Smith, P. (eds) (2000) What works? Evidence based Policy and Practice in Public Services, Bristol: The Policy Press. [Online access] ➢ Davis, L. (ed) (2013) The Disability Studies Reader, 4th ed. London: Routledge. [Online access] ➢ Gilbert, N. (ed.) (2008) Researching Social Life, 3rd ed., London: Sage. [HM48

RES] ➢ Goodley, D. (2011) Disability Studies: An Interdisciplinary Introduction, London: Sage. [HV1568 GOO] ➢ Hill, M. (2013) The Public Policy Process, 6th ed., Essex: Pearson. [Online access] ➢ Hudson, J. and Lowe, S. (2009) Understanding the Policy Process: Analysing welfare policy & practice, 2nd ed., Bristol: The Policy Press. [HN28 HUD] ➢ May, T. (2011) Social Research: Issues, Methods and Process, 4th ed., Maidenhead: Open University Press/McGraw-Hill. [Online access] ➢ Williams, H. (2005). Philosophical Foundations of Social Research Methods, London: Sage. [HM28 PHI]

The Library also has a number of interdisciplinary and applied journals relevant to this unit, including the International Journal of Social Research Methodology, Evidence & Policy (Policy Press).

SPOLM0015 Introduction to Quantitative Research Methods in the Social Sciences (3 days) Mandatory for: MSc Policy Research / MSc Social Work Research / MSc Disability Studies Credit points: 20 Convenor: Laura Johnson

Unit descriptions and aims This unit is an introductory graduate course in the theory and practice of social science quantitative research applied to social policy and social work. The course focuses on the design, development, and implementation of social research projects. Students will be introduced to the basic principles of study design, types of data, methods of data collection and synthesis in quantitative research: surveys, experimental and quasi- experimental studies, secondary data analysis, and systematic reviews. The unit also introduces the key ideas underlying statistical and quantitative reasoning. Topics may include elements of sample surveys, experimental design, secondary data analysis, and systematic reviews, descriptive and summary statistics for both measured and counted variables, and the concept of statistical inference including testing of hypotheses. The unit is a prerequisite for the unit Further Quantitative Methods. The specific aims of the unit are as follows: ➢ To provide a philosophical appreciation of the underpinnings of quantitative research methods ➢ To develop a critical understanding of the potential of various quantitative methodologies and key epistemological and methodological ‘problems’ raised in quantitative methodologies ➢ To introduce ethical, political and value concerns arising from the interpretation

and analysis of quantitative data ➢ To develop students’ understanding of the application, strengths and weaknesses of a range of quantitative methods and develop basic skills in the use of quantitative research techniques

It is expected that students will apply these methods and techniques in the particular context of their own discipline. Unit learning outcomes ➢ Develop a philosophical appreciation of the underpinnings of quantitative research methods ➢ A critical understanding of and the ability to apply to their own work, the appropriate uses, strengths and weaknesses of quantitative methods ➢ Ability to evaluate the research practice, data and interpretations of others ➢ Sensitivity to ethical, political and value concerns in quantitative research ➢ Appreciation of a reflexive approach to social science research ➢ Demonstrate basic skills in the use of quantitative research techniques

Methods of teaching Lectures, demonstration and class exercises. One session will involve computer lab- based exercises designed to provide practical experience and to develop competency in data handling and basic descriptive data analysis. Method of assessment Formative assessment: Contribution and participation in a group presentation on principles of quantitative research design during day 3 of the unit. Details of this task will be announced at the beginning of the unit. Summative assessment: Formal assessment will be by an assignment of 4,000 words (maximum). The assignment will be based on a topic relating to an area of the student’s choosing that would require students to demonstrate knowledge of quantitative research methodologies as well as critical consideration of pertinent methodological issues and possible policy and/or practice implications. Key readings ➢ Babbie, E (2007) The Practice of Social Research (11th ed). Belmont: Wadsworth Pub. Co. [Arts & Social Sciences H62 BAB] (Chapters 7 & 9) ➢ Bryman, A. (2012) Social Research Methods [4th edition] Oxford: Oxford University Press. [Arts & Social Sciences H62 BRY] (Chapters 7, 8, 10, 11, 14, & 15) ➢ Field, A (2009) Discovering Statistics using SPSS [3rd edition], London: Sage. [Arts & Social Sciences BF39 FIE] (Chapters 1& 2) ➢ Gilbert, N. (ed.) (2008) Researching Social Life [third edition], London: Sage. [Arts & Social Sciences HM48 RES](Chapters 2, 3, 5, 6 &16) ➢ Petticrew M & Roberts H (2006) Systematic reviews in the social sciences: a practical guide. Oxford, UK. Blackwell Publishing [Arts & Social Sciences H62 PET] (Chapters1, 2, 5 & 9)

SPOLM0014 Introduction to Qualitative Research Methods in the Social Sciences (3 days) Mandatory for: MSc Policy Research / MSc Social Work Research / MSc Disability Studies Credit points: 20 Convenor: Ellie Johnson Unit description and aims This unit provides an introduction to the use of qualitative methods in the social sciences. The unit encourages the development of an appreciation for qualitative methods of research including its underlying philosophies before moving onto more detailed aspects: choosing methods and designing qualitative research; sampling and gaining access; face-to-face interviewing and interview schedule design; observation; longitudinal qualitative research; focus groups; analysing qualitative data, and; drawing wider inferences from, and assessing the quality of, qualitative research. This unit will consider key debates and discussions in qualitative research, such as the importance of reflexivity, the role of research ethics, and the concepts of validity and reliability. The unit will provide students with the opportunity to hear from qualitative researchers in their field, develop their own practical research skills using qualitative methods, and better understand the role qualitative data can play in informing policy and practice. The specific aims of the unit are as follows: ➢ To provide a philosophical appreciation of the underpinnings of qualitative research methods ➢ To develop a critical understanding of the potential of various qualitative methodologies and key epistemological and methodological ‘problems’ raised in qualitative methodologies ➢ To introduce ethical, political and value concerns arising from the interpretation and analysis of qualitative data ➢ To develop students’ understanding of the application, strengths and weaknesses of a range of qualitative methods and develop basic skills in the use of qualitative research techniques Students will apply these methods and techniques in the particular context of their own discipline. Unit learning outcomes ➢ Develop a philosophical appreciation of the underpinnings of qualitative research methods ➢ A critical understanding of and the ability to apply to their own work, the appropriate uses, strengths and weaknesses of qualitative methods ➢ Ability to evaluate the research practice, data and interpretations of others ➢ Sensitivity to ethical, political and value concerns in qualitative research ➢ Appreciation of a reflexive approach to social science research ➢ Demonstrate basic skills in the use of qualitative research techniques

Methods of teaching ➢ The course comprises 3 days of teaching (1 day per week) made up of 12 sessions of one and a half hours each. The unit is taught using a combination of lectures, practical exercises in small groups, and discussions. Methods of assessment Formative assessment: Provided through group exercises/presentations (a written alternative is provided) with verbal feedback from unit convenor. Summative assessment: A written assignment of 4,000 words requiring students to design a qualitative research study and provide a critique, demonstrating an appreciation of epistemological debates pertaining to qualitative methodologies and an understanding of the application, strengths and weaknesses of a range of qualitative methods within social policy/social care research. Key readings ➢ Bryman, A. (2016) Social Research Methods [5th edition] Oxford: Oxford University Press. [Available at Arts and Social Sciences Library (H62 BRY) and other locations] ➢ Flick, U. (2014) An Introduction to Qualitative Research. [5th edition] London: Sage. [Available at Arts and Social Sciences Library (H62 FLI) and other locations] ➢ Mason, J. (2018). Qualitative Researching [3rd edition]. London & Thousand Oaks, California: Sage. [Available at Arts and Social Sciences Library (H62 MAS) and other locations. Older editions are also available] ➢ Ritchie, J. et al. (2014). Qualitative Research Practice: a guide for social science students and researchers [2nd edition]. London, Sage. [Available at Arts and Social Sciences Library (H62 QUA) and other locations] ➢ Silverman, D. (2017) Doing Qualitative Research [5th edition] Los Angeles: Sage Publications. [Available at Arts and Social Sciences Library (H61 SIL) and other locations. Older editions are also available] ➢ Silverman, D. (2014) Interpreting Qualitative Data [5th edition] London: Sage Publications. [Available at Arts and Social Sciences Library (HM48 SIL) and other locations]

Note: The Library provides online access to a number of interdisciplinary specialist journals, including: Qualitative Research, Qualitative Inquiry and Forum: Qualitative Social Research

SPOLM0016 Further Quantitative Methods (3 days) Mandatory for: MSc Policy Research / MSc Social Work Research Optional for: MSc Social Work Research and MSc Policy Research (if not taken as Mandatory) / MSc Disability Studies Credit points: 20 Convenor: Sebnem Eroglu-Hawksworth Unit description and aims This course builds upon material covered in ‘Introduction to Quantitative Research Methods in the Social Sciences’ in order to develop participants’ quantitative research skills in the context of primary and secondary data derived from survey and experimental sources. The unit develops participants’ understanding of key statistical methods including measures of association, correlation and regression, logistic regression, analysis of variance, and non-parametric techniques. Throughout, the emphasis is upon the practical applications of statistical methods using SPSS data analysis software in order to explore the circumstances in which particular techniques can be applied, their strengths, weaknesses and limitations, and the statistical problems to beware of. Through a combination of theoretical exposition and student-centred learning approaches based upon ‘hands-on’ lab-based sessions and virtual learning materials, the unit aims to develop participants’ skills in the analysis and interpretation of quantitative data and the dissemination of results in accessible ways which can inform policy and practice. Unit learning outcomes Upon completion of this unit students should be able to: ➢ Use descriptive methods in order to explore the properties of quantitative data and select an appropriate strategy of analysis for data of different types ➢ Analyse the relationship between variables using a range of parametric and non-parametric approaches ➢ Compare groups of cases using both parametric and non-parametric tests ➢ Demonstrate awareness of the strengths and limitations of statistical evidence in informing policy and practice ➢ Apply principles for the effective dissemination of quantitative evidence to policy and practitioner audiences using appropriate data visualisation methods

Methods of teaching Lectures, demonstration and class exercises. The sessions in this unit reflect a student-centred approach and include an emphasis upon the development of IT- related research skills based upon lab sessions. These sessions will involve computer- based learning through the interrogation of existing teaching datasets that provide ‘hands-on’ data analysis experience. In addition, students will be provided with supporting proprietary interactive software, Statistics for the Terrified, as well as with dedicated online learning materials provided through Blackboard.

The unit also offers an optional SPSS drop-in session held a couple of weeks after the unit in order to allow students to prepare for the unit assignment submission (please check timetable for further information). Method of assessment Formative assessment: Will be by means of student presentations delivered as part of the teaching program. Students will be asked to work in small groups in developing an appropriate strategy for the analysis of large-scale teaching dataset. Students will be asked to work independently and will be expected to make a brief presentation (15mins) of their findings, and to have an opportunity to receive feedback on this during the presentations session. Summative assessment: A written paper of 4,000 words (maximum). Students will be asked to apply the knowledge and skills they have developed during the course of the unit to the investigation of a key social policy problem based upon the secondary analysis of a large scale teaching data set. Students will be made aware of their assignment brief at the beginning of the course. Key readings ➢ Bryman, A. and Cramer, D. (2011). Quantitative data analysis with IBM SPSS 17, 18 and 19: a guide for social scientists. Hove: Routledge. [Online access. The library also has physical copies] ➢ Dorling, D, and Simpson, L. (1999) Statistics in Society. London: Arnold. [HA29 STA] ➢ Field, A. (2018) Discovering Statistics Using SPSS (5thed). London: Sage [HA32 FIE] ➢ Levitas, R. & Guy, W. (Eds.) (1996) Interpreting Official Statistics. London: Routledge. [Statistics HA37.G7 INT] ➢ Marsh, C. and Jane Elliott, J. (2008). Exploring data: an introduction to data analysis for social scientists. (2nd edition). Cambridge: Polity Press. [HA29 MAR] ➢ Tufte, E. (1990). Envisioning Information. Cheshire, Connecticut: Graphics Press. [Oversize P93.5 TUF]

SPOLM0017 Further Qualitative Methods (3 days) Mandatory for: MSc Social Work Research / MSc Policy Research Optional for: MSc Policy Research and MSc Social Work Research (if not taken as Mandatory) / MSc Disability Studies Credit points: 20 Convenor: Debbie Watson Unit description and aims This unit is intended to further develop your understanding of qualitative methodologies and methods and build upon Introduction to Qualitative Methods. In this unit you will explore a range of methodological approaches and develop a critical understanding of their use. You will also be introduced to participatory and emancipatory approaches as well as exploring qualitative approaches that utilise methods from a range of arts based practice. Unit learning outcomes On completion of this unit students should: ➢ Be familiar with a range of qualitative research methods and have a critical appreciation of their use in researching policy and practice. ➢ Be able to demonstrate a detailed appreciation of the link between different theoretical positions within qualitative research and the methods adopted. ➢ Have gained greater understanding and experience of the practical aspects of various methods of qualitative research and data analysis. Methods of teaching The learning and teaching methods will include experiential exercises, personal reflection and group work as well as formal presentations and discussion. The sessions are all led by staff currently engaged in qualitative research who will draw on their experience to discuss the practicalities and issues not usually presented in the text books. The course comprises 12 sessions of one and a half hours each over three days. Methods of assessment Formative assessment: Provided through group exercises/presentations and verbal feedback from unit convenor. Summative assessment: Part 1 Reflective account based on EITHER a life history interview or an observation activity; Part 2 – Poster presentation that documents a research design to address a qualitative research question. Each part comprises 50% of the marks available for the unit.

Key readings

➢ Charmaz, K. (2006) Constructing grounded theory: A practical guide through qualitative analysis. Sage: London. ➢ Creswell, J.W. (2007) [2nd ed] Qualitative inquiry and research design. Sage: CA. ➢ Elliot, J. (2005) Using narrative in social research. Qualitative and quantitative approaches. London, Sage. ➢ Finlay, L. and Gough, B. (eds.) (2003) Reflexivity: A practical guide for researchers in health and social sciences, Oxford, Blackwell. ➢ Gibbs.G.R. (2002) Qualitative data analysis: Explorations with NVivo. Open University Press: Maidenhead. ➢ Hammersley, M and Wilkinson, P. (2007), Ethnography: Principles in Practice. 3rd Edition. Taylor & Francis. ➢ Hesse-Biber, S.N. & Leavy, P. (2008) Handbook of Emergent Methods, The Guilford Press. ➢ Kvale, S. & Brinkmann, S. (2009) [2nd ed] Interviews: Learning the craft of qualitative research interviewing, Sage: London. ➢ Leavy, P. (2015) Method Meets Art, Guildford Press. ➢ Richards, L. (2005) Handling qualitative data: A practical guide. Sage: London. ➢ Schostak, J. (2006) Interviewing and representation in qualitative research. Open University Press; Maidenhead. ➢ Silverman, D. (2005) [2nd ed] Doing qualitative research, Sage: London. ➢ Silverman, D. (2006) [3rd ed] Interpreting qualitative data. Sage: London. ➢ Stanczak, G. (2007) Visual research methods. Image, society and representation. Sage: London. ➢ Wooffitt, R. (2005) Conversation Analysis and Discourse Analysis: a comparative and critical introduction. London: Sage. ➢ Williams, V. (2011) Disability and Discourse. Chichester: Wiley-Blackwell.

ACHSM0001 Inclusive Research with Disabled People (3 days) Mandatory for: MSc Disability Studies Optional for: MSc Policy Research / MSc Social Work Research Credit points: 20 Convenor: Beth Tarleton Tutors: Co-tutors will include people with learning disabilities who have carried out research. Unit description and aims This unit springs from the movement for emancipatory and participatory research carried out by and with disabled people. In order for social research to have an impact, it is necessary for it to be grounded in the lived experience of disabled ‘end users’ of social care services. Developments in this field have been led by disabled people themselves, who have criticised conventional social care research for a tendency to reinforce a care system which they see as oppressive (Oliver, 1990). This revised unit includes recent work on discourse and its relationship with inclusive research (Williams, 2011), as well as a focus on the international movement for action research. The unit will explore these developments, and specifically focus on research which includes people with learning disabilities or others for whom there are issues of the ownership of the research, the development of the skills necessary to carry out research, power relationships and support. Unit learning outcomes: On completion of this unit, students will be able to: ➢ describe and synthesize developments in the field of emancipatory, participatory and inclusive research by and with disabled people since 1990. ➢ analyse and explain the main benefits of disabled people becoming involved in research ➢ identify the main benefits and tensions in practising inclusive research with people with learning disabilities or others who find it hard to engage in research methodologies ➢ construct a practicable, robust and valid research project which includes disabled people as key players. Methods of teaching Guided reading, lectures, seminars, and presentations across 21 contact hours in the University. Aspects of the unit will be taught by disabled people who have experience of carrying out their own research. Methods of assessment: 4,000 word essay (100%: there will be an option to carry out the assignment in one of two ways: a) reporting on discussions with disabled people, in relation to designing, initiating or using some research. The assignment will both report on that discussion and reflect on it in relation to the issues raised in the literature.

50 b) identifying the key issues and tensions in inclusive research methodologies in the literature and showing how they can be addressed in practice. Key readings ➢ Barnes, C. and Mercer, G. (1997) Doing Disability Research. Leeds: The Disability Press. ➢ Faulkner, A. (2004) An exploration of guidelines for ethical conduct of research carried out by mental health service users and survivors. Bristol: Policy Press. ➢ Lowes, L. and Hulatt, I. (2005) Involving Service Users in Health and Social Care Research. London: Routledge. ➢ Nind, M. (2014) What is Inclusive Research? London: Bloomsbury Academic. ➢ Smyth, M. and Williamson, E. (eds) (2004) Researchers and their ‘subjects’: ethics, power, knowledge and consent. Bristol: Policy Press. ➢ Walmsley, J. and Johnson, K. (2003) Inclusive Research with People with Learning Disabilities: Past, Present and Futures. London: Jessica Kingsley. ➢ Williams, V. (2011) Disability and Discourse: analysing inclusive conversation with people with intellectual disabilities. Oxford: Wiley-Blackwell.

3.16 Optional Units (2019-20) available on MSc Policy Research, MSc Social Work Research, MSc Disability Studies SPOLM5010 Domestic Violence: Research, Policy and Activism (3 days) Optional for: MSc Policy Research / MSc Social Work Research Credit points: 20 Convenor: Marianne Hester Unit description and aims Domestic violence has been the subject of substantial policy development at government and non-governmental levels for some time. The unit aims to examine contemporary developments in domestic violence research and to explore the links between research, policy and practice. The unit will provide a general overview of the subject including definitional issues, and issues related to researching and generating knowledge about domestic violence. Consideration will be given to various theoretical perspectives on the issue, including feminist models, and to the gendered nature of such violence against both children and adults. The lectures are delivered by staff in the Centre for Gender and Violence Research which is a leading centre with national and international recognition in the field of violence against women research. Lecturers will use empirical data from key research studies they have conducted to construct and illustrate their arguments. The specific aims of the unit are: ➢ To develop an understanding of the key theoretical and practical issues involved in attempting to understand domestic violence against women; ➢ To explore the practical and theoretical aspects of undertaking research on domestic violence within the wider context of feminist understandings of research methodologies; ➢ To gain an understanding of the links between research, activism and policy in the domestic violence field; and ➢ To develop these understandings at Master’s level.

Unit learning outcomes On completion of the unit, students will: ➢ Have a clear analysis of and an ability to debate the nature, extent, impact and policy implications of domestic violence; ➢ Be confident in interpreting domestic violence research and understanding the methods used; ➢ Have developed an overview of issues relating to domestic violence within research theoretical, personal, practical and political frameworks; ➢ Be able to understand activism, research and policy responses within the wider context of the global activist movement against domestic violence; ➢ Have a theoretical and practical analysis of the issues at Master’s level.

Key Texts ➢ Aghtaie, N. & Gangoli. G (2015) (eds) Understanding Gender Based Violence in National and International Contexts. London: Routledge

➢ Hague, G. and Malos, E. (3rd Edition) (2005) Domestic Violence: Action for Change. Cheltenham: New Clarion Press. ➢ Hague, G. Mullender, A. and Aris, R. (2003) Is Anyone Listening? Accountability and Women Survivors of Domestic Violence. London: Routledge. ➢ Hester, M. & Lilley, S-J. (2014) Preventing Violence Against Women: Article 12 of the Istanbul Convention, A collection of papers on the Council of Europe Convention on preventing and combating violence against women and domestic violence. Strasbourg: Council of Europe ➢ Fundamental Rights Agency (2014) Violence Against Women – an EU wide survey.http://fra.europa.eu/en/publication/2014/violence-against-women-eu- wide-survey-mainresults-report ➢ Hester, M. (2013) Who does what to whom? Gender and domestic violence perpetrators in English police records. European Journal of Criminology ➢ Hester, M., Donovan, C. & Fahmy, E. (2010) ‘Feminist epistemology and the politics of method – surveying same sex domestic violence’ International Journal of Social Research Methodology, 13 (3): 251-263. ➢ Hester M., Jones C., Williamson E., Fahmy E., Feder G (2017) Is it coercive controlling violence? A cross-sectional domestic violence and abuse survey of men attending general practice in England. Psychology of Violence, 7(3), 417- 427. ➢ Hester, M., Harwin, N. and Pearson, C. with H. Abrahams (2nd Edition) (2007) Making an Impact: Children and Domestic Violence. A Reader. London: Jessica Kingsley. ➢ Hester, M. and Westmarland, N. (2005) Tackling Domestic Violence: Effective Interventions and Approaches. Home Office Research Study 290. London: Home Office. ➢ Johnson, M.P. (2006) ‘Conflict and Control: gender symmetry and asymmetry domestic violence’ Violence Against Women, 12(11): 1003-1018. ➢ Kandiyoti, D. (1988) Bargaining with Patriarchy, Gender and Society, 2 (3): 274- 90. ➢ Lilley-Walker, S-J., Hester, M. & Turner, W. (2016) Evaluation of European Domestic Violence Perpetrator Programmes: Toward a Model for Designing and Reporting Evaluations Related to Perpetrator Treatment Interventions. International Journal of Offender Therapy and Comparative Criminology. DOI: 10.1177/0306624X16673853. ➢ Westmarland, N. & Kelly, L. (2013) Why Extending Measurements of ‘Success’ in Domestic Violence Perpetrator Programmes Matters for Social Work. British Journal of Social Work, 43 (8). ➢ Qihua, Y. (2015) Domestic violence in China, in N Aghtaie, G Gangoli (eds) Understanding Gender Based Violence in National and International Contexts. Routledge:London, London, pp. 17-30. ➢ Ramazanoglu, C. & Holland, J. (2002) Feminist Methodology: Challenges and choices. London: Sage. ➢ Skinner, T., Hester, M. and Malos, E. (Eds.) (2005) Researching Gender Violence: Feminist Methodology in Action. Devon: Willan. ➢ Stark, E. (2007) Coercive Control: How Men Entrap Women in Personal Life. Oxford: Oxford University Press.

➢ Straus, M.A. (2006) ‘Future Research on Gender Symmetry in Physical Assaults on Partners’ Violence Against Women, 12(11): 1086-1097Williamson, E. (2010), ‘Living in the world of the domestic violence perpetrator: Negotiating the unreality of coercive control’. Violence Against Women, vol 16., pp. 1412 - 1423

General Reading ➢ Aghtaie, N. (2015) Iranian Women's Perspectives on Violence against Women in Iran and the UK. Iranian Studies. http://dx.doi.org/10.1080/00210862.2015.1017970 ➢ Aghtaie, N. (2012) Breaking the silence: rape law in Iran and controlling women’s sexuality. In N. Westmarland & G. Gangoli, International Approaches to Rape. London: Policy Press. ➢ Bano, S. (2005) Standpoint, difference and feminist research, in R. Banakar & M. Traver, (eds), Theory and Method in Socio-Legal Research. Oxford: Hart Publishing ➢ Barter, C., McCarry, M., Berridge, D. and Evans, K. (2010) Partner exploitation and violence in teenage intimate relationships. London: University of Bristol and NSPCC. ➢ Barter, C & McCarry, M 2012, ‘Love, Power and Control: Girls’ Experiences of Partner Violence and Exploitation’. in: N Lombard, L McMillan (eds) Violence Against Women: Current Theory and Practice in Domestic Abuse, Sexual Violence & Exploitation. Research Highlights in Social Work. Jessica Kingsley Publications ➢ Barter, C & Berridge, D 2011, ‘Children Behaving Badly: Peer Violence Between Children and Young People’. Wiley-Blackwell ➢ Brah, A. and Phoenix, A. (2004) ‘Ain’t I a Woman? Revisiting Intersectionality’, ➢ Journal of International Women Studies 5(3): 75–86 ➢ Bui, H.N. and Morash, M. (1999) ‘Domestic Violence in the Vietnamese Immigrant Community: An Exploratory Study’, Violence Against Women 5: 769–95 ➢ Dobash, R. and Dobash, R. (1998) Rethinking Violence Against Women. London: Sage. ➢ Donovan, C. & Hester, M. (2014) Domestic Violence and Sexuality: what's love got to do with it? Bristol: Policy Press. ➢ Durfee, A. (2012) Situational ambiguity and gendered patterns of arrest for intimate partner violence. Violence Against Women 18(1): 64–84. ➢ Gangoli, G., Razak, A. and McCarry, M. (2006) Forced Marriage and Domestic Violence Among South Asian Communities in North East England. Bristol: University of Bristol and Northern Rock Foundation. ➢ Gangoli, G & Rew.M, (2011) ‘Mothers-in-law against daughters-in-law: domestic violence and legal discourses around mothers-in-law against daughters-in-laws in India’. Women's Studies International Journal, vol 34., pp. 420 - 429 ➢ Garcia-Moreno, C. and Pallioto, C. (2013) Global and Regional Estimates of Violence against Women: Prevalence and Health Effects of Intimate Partner Violence and Non-partner Sexual Violence,

apps.who.int/iris/bitstream/10665/85239/1/9789241564625_eng.pdf. ➢ Gill, A. and Thiara, R.K. (2009) Violence Against Women in South Asian Communities: Issues for Policy and Practice. London: Jessica Kingsley Publishers ➢ Hellevik, PM. Overlien, C. Barter, C. Wood, M. Aghtaie, N. Larkins, C. Stanley, N. (2015) Traversing the Generational Gap: Young People's views on Intervention and Prevention of Teenage Intimate Partner Violence. In N. Stanley & Cathy Humphry 'Domestic Violence and Protecting Children. London: JKP. ➢ Hester, M. (1992) Lewd Women & Wicked Witches: A Study of the Dynamics of Male ➢ Domination. London: Routledge. ➢ Hester, M (2012) ‘Portrayal of Women as Intimate Partner Domestic Violence Perpetrators’. Violence Against Women, vol 18., pp. 1067-1082. ➢ Hester, M. & Lilley, S-J. (2016) Rape investigation and attrition in acquaintance, domestic violence and historical rape cases. Journal of Investigative Psychology and Offender Profiling, 1–14. doi: 10.1002/jip.1469 ➢ Kelly, L. (1988) Surviving Sexual Violence. London: Polity Press. ➢ Lee, R.M. (1993), Doing Research on Sensitive Topics, London: Sage ➢ Mama, A. (1996) The Hidden Struggle: Statutory and Voluntary Sector Responses to Violence against Black Women in the Home. London: Whiting and Birch. ➢ Mackay, F. (2015) Political not generational: Getting real about the Second Wave. In: Kiraly, M. and Tyler, M., eds. (2015) Freedom Fallacy: The Limits of Liberal Feminism. Victoria, Australia: Connor Court Press. ISBN 9781925138542 ➢ Mackay, F. (2015) Radical feminism: Feminist activism in movement. London: Palgrave. ISBN 9781137363572 ➢ Mojab, S. (1995) ‘Islamic Feminism: Alternative or Contradiction?’ Firewood 47 ➢ Morgan, KJ, Williamson, E, Hester, M, Jones, S & Feder, GS (2014) ‘Asking men about domestic violence and abuse in a family medicine context: help seeking and views on the general practitioner role’. Aggression and Violent Behaviour, vol 19., pp. 637-642 ➢ Thiara, R. And Gill, A. (2009) Violence against Women in South Asian Communities. London: Jessica Kinglsey Publishers. ➢ Tizro, Z. (2012) Domestic Violence in Iran: Women, Marriage and Islam. London: Routledge. ➢ Turner, W, Broad, J, Drinkwater, J, Firth, A, Hester, M, Stanley, N, Szilassy, E & Feder, G (2015) ‘Interventions to improve the response of professionals to children exposed to domestic violence and abuse: a systematic review’. Child abuse review. ➢ Walby, S. (1990) Theorizing Patriarchy. Oxford: Blackwell. ➢ Williamson, E, Jones, SK, Ferrari, G, Debbonaire, T, Feder, G & Hester, M (2014) ‘Health professionals responding to men for safety (HERMES): feasibility of a general practice training intervention to improve the response to male patients who have experienced or perpetrated domestic violence and

abuse’. Primary health care research & development., pp. 1-8

Websites Women’s Aid: www.womensaid.or.uk Home Office: www.homeoffice.gov.uk Department of Health: www.doh.gov.uk Respect (perpetrators organisation): http://www.respect.uk.net/

SPOLM5011 Researching Poverty, Inequality and Social Exclusion (3 days) Optional for: MSc Policy Research / MSc Social Work Research / MSc Disability Studies Credit points: 20 Convenor: Eldin Fahmy

Unit description and aims Tackling poverty and social exclusion are currently core aims of both international and domestic policy. However, the question of how best to define and measure poverty and social exclusion remains of fundamental importance in the development of effective policies to eradicate them within the UK and internationally. This perspective will be illustrated through discussion of a variety of policy areas, including human rights, global development, migration, gender, and poverty across the life course. This unit seeks to provide participants with the knowledge, skills and understanding necessary to undertaking research into poverty and social exclusion in both developed and developing countries. The focus of this course is upon developing participants’ critical awareness of the theories and methods necessary to researching poverty and exclusion – and to the development of effective evidence-based policies for tackling poverty and social exclusion at local, national and international levels. Throughout the course the emphasis is upon understanding the relationship between empirical research and anti-poverty policy development. Unit learning Outcomes Upon completion of this unit student should be able to: ➢ Identify key issues in the definition and measurement of poverty and social exclusion and their implications for research practice and policy development ➢ Critically evaluate different theoretical perspectives on the nature, causes and effects of poverty and social exclusion ➢ Demonstrate an understanding of the ways in which vulnerability to poverty and exclusion varies across the life course and for different population groups ➢ Outline the international analysis of poverty and exclusion in the context of global (under) development and human rights ➢ Assess the implications of existing research evidence for the development of effective policies to tackle poverty and social exclusion at local, national and supranational levels

Methods of Teaching Lectures and class exercises.

Methods of Assessment

Formative assessment: Will be by means of student presentations delivered as part of the teaching program. Students will be asked to work in small groups in addressing a key issue in the theory and measurement of poverty and social exclusion, including potential implications for policy and practice. Students will be asked to work independently over the course of the unit and will be expected to make a brief

57 presentation (15mins) of their findings, and to have an opportunity to receive feedback on this during the presentations session.

Summative assessment: Will be by means of a written assignment of not more than 4,000 words. Participants will be asked to apply the knowledge and skills they have developed during the course of the unit to the investigation of poverty within the UK or internationally.

Key Readings ➢ Alcock, P. (2006) Understanding Poverty. London: Palgrave. (3rd Edition). [HV4087 ALC] ➢ Bradshaw, J. & Sainsbury, R. (2000) Researching Poverty. Ashgate: Aldershot. [HC110.P6 EXP] ➢ Byrne, D. (2005) Social Exclusion. Maidenhead: Open University Press. [HV238 BYR] ➢ Gordon, D., Pantazis, C. & Levitas, R. (Eds.) Poverty and Social Exclusion in Britain: The Millennium Survey. Bristol: The Policy Press. [HC260.P6 POV] ➢ Gordon, D. & Townsend, P. (2000) Breadline Europe: The measurement of poverty. Bristol : Policy Press. [HV238 BRE] ➢ Hills, J., LeGrand, J. & Piachaud, D. (Eds.) (2002) Understanding Social Exclusion. Oxford University Press. [HV248 UND] ➢ Lister, R. (2004) Poverty. Cambridge: Polity Press. [HV4028 LIS] ➢ Pantazis, C. & Gordon, D. (2000) Tackling Inequalities: Where are we now and what can be done? Bristol: Policy Press. [JC575 TAC] ➢ Pogge, T (2008) World Poverty and Human Rights. Cambridge: Polity. (2nd Edition). [JC571 POG] ➢ Townsend, P. & Gordon, D. (Eds.) (2002) World Poverty: New policies to defeat an old enemy. Bristol: Policy Press. [HV4028 WOR]

SPOLM0050 Disabled Childhoods (3 days) Optional for: MSc Disability Studies / MSc Policy Research / MSc Social Work Research Credit points: 20 Convenor: Sandra Dowling Tutors: to be confirmed Unit description and aims Disabled Childhoods is a growing area of interest within Disability Studies. It takes as a point of departure that disabled children are children first and their emotional, social and educational development is predicated on the experience of childhood, as with any child, but is also filtered through a prism of disabling contexts over which they have limited control. The purpose of this optional unit is to introduce, explore and reflect on notions of ‘disability’ as they apply to childhoods. The varying contexts explored will include the social world of disabled children, disabled children in the family context and within school, being a looked after disabled child, living with a life-

58 limiting condition; asylum, disability and childhood; access to play for disabled children and the transition to adult life. There will be an emphasis on the inclusion of the views and perspectives of disabled children both in relation to their own lives and in the development of social and public policy. The example of disabled children and young people’s input into the development of the UNCRPD will be explored. Methodological approaches in a research context, which are focused on the inclusion of disabled children will be considered from a practice perspective. The aims are: ● To introduce and critically reflect on theories of Disabled Childhoods within the wider context of Disability Studies, with reference to Childhood Studies and Social Policy. ● To examine the policy and practice which is focused on enabling the inclusion of disabled children. ● To consider the lived experiences of disabled children drawn from empirical work and the way in which they negotiate the gap between rhetoric and experience.

Unit learning outcomes By the end of the unit, students will be able to: 1. identify and demonstrate an understanding of how key theories in disability studies can be applied to disabled childhoods 2. critically reflect on contemporary research in disabled childhood studies 3. identify and critically examine UK policy relating to disabled children 4. understand and reflect critically on the lived experience of disabled children through a range of contexts drawing on empirical research in the field. Methods of teaching A mix of lectures, interactive sessions and small group exercises will form the core of the teaching, with a varied input on each day of the intensive three-day block. Disabled young people with direct lived experience of the issues discussed in the Unit will be included in some sessions as tutors or guest speakers, in line with practices developed successfully in other MDS units. The unit will be taught as a three-day block, with 20 hours of direct student contact. Methods of assessment Formative assessment: preparatory reading, to be critiqued and presented to fellow students during the unit, with tutor feedback on how to approach and critically present literature. Summative assessment will consist of a 4,000 word essay which will assess whether the intended learning outcomes have been met. Key readings ➢ Greig, A., Taylor, J. and Mackay, T. (2012) Doing Research with Children: A practical guide (3rd edition). London: Sage. [HM48 GRE]

➢ Curran, T. & Runswick-Cole, K. (2013) Disabled Children’s childhood studies. Critical approaches in the global context. Basingstoke: Palgrave Macmillan. [Online access. The library also has physical copies] ➢ Beasley, S. and Williams, V. (eds) (2015) Childhood and Disability: key papers from Disability & Society. Abingdon: Routledge. [HV888 CHI] ➢ Children and Society (26) (2012) Special Issue: Researching the lives of Disabled Children and young People. http://onlinelibrary.wiley.com/doi/10.1111/j.1099-0860.2012.00430.x/abstract ➢ Child Care in Practice (21:3) (2015) Special Issue: Valuing Disabled Children: Participation and Inclusion. http://www.tandfonline.com/doi/full/10.1080/13575279.2015.1051732 ➢ Child Care in Practice (21:1) (2015) Special Issue: Valuing Disabled Children and Young People. http://www.tandfonline.com/doi/full/10.1080/13575279.2014.987023

SPOLM0049 Global Contexts of Rights and Disability (3 days) Optional for: MSc Disability Studies / MSc Policy Research / MSc Disability Studies Credit points: 20 Convenor: Sandra Dowling

Unit description The purpose of this optional unit is to introduce, explore and reflect on notions of ‘disability’ as they apply to contexts at an international level in various countries, both in developed and developing areas of the world. Disability Studies is an international discipline, but has been dependent largely on theoretical frameworks developed in Western countries, particularly the UK and the US. There are however international Human Rights instruments, such as the UN Convention on the Rights of Persons with Disabilities, which have global reach and have been endorsed both by developed and developing countries. This unit will enable students to explore Disability Studies, and to apply the central theoretical ideas about disability and oppression to the diverse range of contexts in which disability is experienced. These will include a range of international contexts, as well as specific intersections with global issues of migration, health and welfare provision, violence and criminality. A critical appreciation of research in the field will be central to the unit, both in its content, but also in the scope there is to apply research skills to some under-researched areas relating to the lives of disabled people globally. Aims: The aims are: ● To introduce and critically reflect on theories in Disability Studies, as they relate to a global policy and legal context. ● To explore the contributions of disabled people and their movements internationally, with policy, law and research. ● To examine the human rights of disabled people, and the barriers they may face in achieving those rights. ● To explore how barriers and problems can be addressed in practice.

Unit learning outcomes Upon completion of this unit, students will be able to: 1. identify and demonstrate understanding of key theories of disability, Human Rights and policy relating to disability 2. reflect critically on contemporary research in Disability Studies 3. explore legal frameworks relating to Human Rights and Disability 4. assess and appreciate the potential for participation and leadership by disabled people themselves.

Methods of teaching A mix of lectures, interactive sessions and small group exercises will form the core of the teaching, with a varied input on each day of the intensive three-day block.

International guest speakers will contribute by Skype (for instance, from India and Malta). Disabled people with direct lived experience of the issues discussed in the Unit will be included in some sessions as tutors or guest speakers, in line with practices developed successfully in other MDS units. The unit will be taught as a three-day block, with 20 hours of direct student contact.

Methods of assessment Formative assessment: preparatory reading, to be critiqued and presented to fellow students during the unit, with tutor feedback on how to approach and critically present literature. Summative assessment will consist of a 4,000 word essay to assess the learning outcomes have been met.

Key readings

➢ Erevelles, N. (2011) Disability and Difference in Global Contexts: Enabling a Transformative Body Politic. New York: Palgrave-Macmillan. ➢ Grech, S. and Soldatic, K. (eds.) (2016) Disability in the Global South: the critical handbook. Springer International Publishing Switzerland. [Full text available online] ➢ Kanter, A.S. (2015) The Development of Disability Rights under International Law: from charity to human rights. Abingdon: Routledge. [Full text available online] ➢ MacLachlan, M. (2009) Disability and International Development: Towards Inclusive Global Health. New York: Springer Verlag. ➢ Mitchell, D. & Karr, V. (eds) (2015) Crises, Conflict and Disability: Ensuring Equality. London: Routledge. [A&SS: HV1568 CRI]

3.18 Special optional units on MSc Policy Research, MSc Social Work Research, MSc Disability Studies SPOLM4300 Supervised Independent Study Optional for: MSc Policy Research / MSc Social Work Research Credit points: 20 Convenor: Demi Patsios Description This unit will enable students to pursue a topic of interest and relevance to them with the support of individual supervision. This unit is only available to students registered for MSc/Diploma degrees in Policy Research and Social Work Research in the School for Policy Studies. Agreement will be on the proviso that the work done is not covered by content already available to the student in the taught part of the programme attended by the student. The student will undertake independent study in accordance with the published guidelines and produce a piece of work for assessment. Aims: This unit will enable participants to: ● Identify a suitable topic or issue in policy research that can be researched independently ● Structure patterns of study independently ● Conduct a small-scale supervised independent study ● Produce a written assignment, presentation or other appropriate document as agreed with the supervisor and described in the proposal for independent study.

Intended learning outcomes On successful completion of this unit students will have: 1. Developed their understanding of their chosen topic or issue in policy research or social work research. 2. Gained experience and some competency in conducting this exploration 3. Demonstrated their ability to articulate their findings and related ideas cogently and critically.

Teaching details Supervised Individual Study will normally be conducted independently with regular, negotiated, supervisory contact.

Assessment Details The assessment tests all the learning outcomes on the unit. It will comprise a written assignment of 4,000 words or equivalent, which takes the form of a report or any other product or combination of products which demonstrate that the student has developed his or her ability to explore analytically an appropriate issue or area of policy research or social work research.

Reading and References Key readings will be determined by the topic being investigated and are therefore not generic to the supervised individual study mode.

SPOLM0012 Independent Study Optional for: MSc Disability Studies Credit points: 20 Convenor: Demi Patsios Description This unit will cover the core materials and ideas within any of the optional units offered within the MSc Disability Studies: Inclusive Theory and Research. The aim is to achieve skills and understanding in the particular unit topic, and to pursue independent, guided study in order to achieve the unit learning outcomes. Intended learning outcomes On completion of this unit, students will be able to: ● Explain and explore the social model of disability ● Identify the key debates and issues relating to citizenship for disabled people, and/or personalisation ● Analyse and explain the benefits of disabled people participating in matters concerning their own education, social care or policy. ● Use research evidence in assessing and evaluating aspects of the life experiences of disabled people, or disabled children within the education system.

Teaching details The core method will be distance learning; materials and tasks for a chosen optional unit will be made available to the student via Blackboard. Independent study will be supplemented by at least 3 hours of tutorial time, split into two sessions. This will include, as necessary, contact with members of the co-tutors group. Assessment Details Summative assessment: 4000 word essay (100%), relating to the content of one of the optional units in the programme, in which students will be expected to demonstrate that they can: ● Explain and explore the social model of disability ● Identify the key debates and issues relating to citizenship for disabled people, and/or personalisation ● Analyse and explain the benefits of disabled people participating in matters concerning their own education, social care or policy. ● Use research evidence in assessing and evaluating aspects of the life experiences of disabled people, or disabled children within the education system.

Students will have a choice of two alternative approaches to the assignment: ● Review the research literature about the topic they have chosen, and write a critical review, giving evidence of the learning outcomes above. ● Carry out practice-related discussions with disabled people, which relate to the topic they have chosen, and incorporate their findings within a critical review of the research literature. Reading and References See the optional units for the MSc Disability Studies: Inclusive Theory and Research.

3.19 MSc Public Policy (MPP) optional units In order to offer full-time and part-time MPR, MSWR and MDS students a wider range of policy and practice research courses, the programme has expanded the number of optional units available on a yearly basis. In addition to existing optional units offered on the programmes, students are now able to select from units offered on the MSc Public Policy (MPP). The range of additional MPP optional units is only available via weekly delivery (i.e. 10 x 2 hr sessions in Teaching Block 2, Weeks 13-24) and varies from year to year based on student interest.

Note: A schedule of MPP optional units offered in Teaching Block 2 will be made available by the MPP programme administration team in late October. Unit descriptions are provided below. MPR/MSWR/MDS students will be notified via Blackboard about which MPP optional units are running in TB2. Students are requested to discuss the MPP optional units they are interested in taking with their Personal Tutor (or alternatively with the Programme Director) prior to contacting the Postgraduate Student Administrator to register on the unit. Students are strongly advised to check the timing of the MPP optional units so as to avoid scheduling conflicts with MPR, MSWR and MDS optional units. Registration on MPP optional units by MPR/MSWR/MDS students is subject to availability and programme registration (please see optional units for further info). Please note that students are not permitted to register on equivalent (or similar) optional units available on different programmes. For example, if a student registers on Researching Poverty, Inequality and Social Exclusion they will not be permitted to take the MPP unit - International Analysis of Poverty and Social Exclusion for credit. The same rule applies to the MPR/MSWR programme unit Domestic Violence: Research, Policy and Activism and the MPP unit - Gender and Violence: International and Global Perspectives. No exceptions will be considered. Please also note that the essay submission deadlines for these units are set by the MPP programme.

Economics of Public Policy [SPOLM1062] This unit examines a selection of key ideas from mainstream economics and their relevance to policy. It examines contrasting approaches from behavioural and institutional economics, which provide alternative perspectives on policy questions. A key concern throughout is the way in which economic analysis and research are deployed to shape policy. The unit considers a selection of applied topics such as: the economic critique of government, the marketing of public services, the use of cost-benefit analysis and impact assessment in policy decisions, the use of economic tools in environmental policy. The unit seeks to set the economic approach to policy alongside other criteria that could be used to inform thinking about policy. Health and Health Care in a Global Context [SPOLM1066] This unit will examine current patterns of health and illness in different parts of the world. It will highlight continuing inequalities in morbidity and mortality and explore their links with wider economic and social processes. We will then look at global

health governance. This will be followed by an overview of Infectious diseases and non-communicable diseases globally. Global policies important in tobacco, mental health, nutrition and physical activity will then be explored in depth. We will then consider various inequalities in health and health care around the world. The unit will conclude with an examination of climate change and health. Public policy for a complex and uncertain world [SPOLM0043] This unit aims to provide an overview of a range of futures techniques and a critical understanding of the challenges associated with applying them to policy processes, both in a national and global context.

The International Analysis of Poverty and Social Exclusion [SPOLM1068] Tackling poverty, inequality and social exclusion is currently a core aim of both international and domestic policy. This unit explores the range of issues relevant to researching in this policy field. Many of the theoretical and methodological themes are approached through discussion of illustrative international policy areas, such as health, human rights and development policy. Migration, asylum and human rights: EU and global policy perspectives [SPOLM0042] The Unit will cover the main elements of the development of asylum and migration policies in a global context of human mobility. It will focus on the consequences of policy implementation both within and beyond the borders of the EU, addressing the impacts on human rights and civil liberties of asylum seekers, recent migrants, EU citizens and non-EU citizens. The Unit will include an overview of the historical importance of migration in the development nation-states, international and regional political blocks and of the global economy. The emergence of immigration and asylum as key policy concerns for the EU will be examined in an international context. Analysis of policy development will include the securitisation of migration policy, policy transfer and the role of the EU in the world. Public and Social Policy in East Asia [SPOLM0056] This unit develops student's understanding of the analysis of public and social policy in comparative, international perspectives, focusing particularly on societies in East Asia. Significant social and economic transformations since the 1990s have brought public and social policy issues to prominence in many East Asian societies. The impact of financial crises, subsequent economic downturn and demographic change has raised issues about the sustainability of previous patterns of welfare provision and shifted the direction of policy development. It adopts a regional approach to critically examine policy challenges and development in East Asia.

3.20 Optional units likely to be offered next academic year SPOLM0011 Researching Child and Family Welfare (3 days) Optional for: MSc Policy Research / MSc Social Work Research / MSc Disability Studies Credit points: 20 Convenor: Dinithi Wijedasa Unit description: This unit focuses on research with children, young people and families and their relationships with education, health and welfare services. It is taught by researchers in the School for Policy Studies who have undertaken significant work for government and charitable foundations on the processes and outcomes of children's services, including adoption and fostering, safeguarding children, residential care, family support and services for disabled children and their families. The unit considers a range of advanced research methods and does so by applying them to child welfare studies in which they have been used. The use of quantitative and qualitative methods will be exemplified. Ethical issues in research concerning children are explored in detail together with skills in engaging children and families in research.

Aims: ● Critically appraise key theoretical and empirical literature concerning children, young people and families and their relationships with education, health and welfare services. ● Appreciate ethical issues in undertaking research with and for children and young people and learn how to manage conflicts of interest between the researcher, research funders, service providers and children and their carers ● To explore practical aspects of undertaking research with and for children and young people. ● Understand approaches to the assessment of a variety of outcomes and costs of services for children, young people, their families and carers. These include the outcomes of family support services, adoption and fostering, and interventions to safeguard children from abuse and neglect. ● To understand the relationship between research and policy, and social work practice with children and families.

Learning Outcomes On completion of the unit, students will: ● Demonstrate an understanding of the political, academic and ethical context for research in relation to child and family welfare ● Know about the advantages and disadvantages of different methods for understanding users' and carers' experiences of services and the costs and outcomes of those services. ● Demonstrate an understanding of the difference between research on children and research with children and young people. ● Have understanding and skills in the process of ensuring informed assent and consent from children and young people, and their carers, to participate in

research. ● Have acquired basic skills in understanding children’s, including disabled children’s, views and experiences, using a variety of methods including interviewing and observation.

Methods of Teaching Teaching will take place in 12 x 1.5 hour sessions over a three-day block. The unit will combine lecture, seminar discussion and practical exercises.

Methods of Assessment The assessment will consist of a 4,000 word essay which will assess whether the intended learning outcomes have been met. The students will be required to critique a major, completed, empirical study. The assignment will require students to critically examine some of the main political, academic and ethical challenges in the study; children and young people’s involvement; and the major potential problems involved in the research.

Key Readings ➢ Alderson, P and Morrow, G. (2004) Ethics, Social Research and Consulting with Children and Young People. Barkingside: Barnardo’s. ➢ Baker, A., and Charvat, B. J. (2008). Research methods in child welfare. New York: Columbia University Press. ➢ Greene, S. and Hogan, D. (2005) Researching Children’s Experience: Approaches and Methods. London: Sage. ➢ Iwaniec, D. and Pinkerton, J. (eds) (1998) Making Research Work: Promoting Child Care Policy and Practice. Chichester: Wiley. ➢ Selwyn, J., Wijedasa, D. and Meakings, S. (2014). Beyond the Adoption Order: Challenges, interventions and disruptions, London: DfE.

SPOLM5004 Researching Health and Social Care (3 days) Optional for: MSc Policy Research / MSc Social Work Research / MSc Disability Studies Credit points: 20 Unit Convenor: Karen West Unit description and aims The field of health and social care has long been characterised by diversity in the disciplines and epistemologies it contains. The key occupational groups within the field differ in the ways they perceive the purposes of policy, the means to achieve policy objectives and the most appropriate ways of evaluating policy and establishing truths. Current policies promote on the one hand, evidence based policy and practice, and on the other an increased role for both users of services and the wider public in decision making about policy. The Health and Social Care Research unit is organised around three themes: ‘need’ and how different stakeholders perceive need, and the consequences of this for policy research; ‘evaluation’, and the different approaches to evaluating policy; and ‘issues’ within the research/policy relationship in health and social care. Unit learning outcomes On completion of the unit, the student should be able to: ➢ describe competing philosophical approaches to research within the health and social care field ➢ describe and evaluate different ways of establishing and researching need within the field ➢ describe and evaluate different approaches to evaluation of policy within the field ➢ critically discuss selected issues within the field. Methods of teaching Teaching takes place in 12 x 1.5 hour sessions. The sessions are a mixture of formal presentations, and group and individual exercises. Students are sent preparatory material which they are expected to have done some work on in advance of the teaching. Methods of assessment A written assignment of not more than 4,000. The assignment will require students to demonstrate an appreciation of the different epistemological approaches to research within the health and social care field and an understanding of the application of different techniques to research of policy. Key readings ➢ Bowling, A. (2009) Research Methods in Health: Investigating Health and Health Services, 3rd edition. Maidenhead: Open University Press. [Online access. The library also has physical copies.] ➢ Bowling, A. and Ebrahim, S. (2005) Handbook of health research methods:

Investigation, measurement and analysis. Buckingham: Open University Press. [RA440.87.G7 HAN] ➢ Neale, J (ed) (2009) Research methods for health and social care. Basingstoke: Palgrave McMillan. [RA440.85 RES] ➢ Saks, M and Allsop, J.(eds) (2007) Researching Health: Qualitative, Quantitative and Mixed Methods. London: Sage. [RA440.85 RES]

3.21 Programme Dissertation Units Policy Research Dissertation

Unit Code SPOLM5100 Unit Name Policy Research Dissertation Credit Points 60 Convenor Demi Patsios The dissertation is an opportunity to carry out some original independent study enabling the student to select a field of inquiry relevant to social policy or social welfare and to carry out research in depth over a sustained period of time. It is an opportunity to apply some of the research skills to their chosen area of study. Student learning is supported by regular individual supervision sessions, though the expectation is that the dissertation is primarily an individual piece of work.

Description The unit aims to: 1. provide the student with the opportunity to investigate a topic of their own choice (within the broad framework of social policy/social welfare) 2. enable the student to apply some (but not necessarily all) of the research skills developed in the taught units in carrying out a short piece of research. 3. enhance the practical and transferable skills of locating and using knowledge and information, conveying ideas in written format, planning and managing their time. Summative: A dissertation 10,000-15,0001 words. The dissertation should demonstrate that the student understands how to: frame research questions, develop and apply an appropriate research Assessment Details strategy (plan and complete primary data collection and/or identify appropriate secondary data sources), analyse data and draw conclusions that are integrated with wider academic debates.

● Babbie, E. (2013) The Practice of Social Research, 13th ed., Belmont, CA: Wadsworth. Reading and ● Becker, S., Bryman, A. and Ferguson, H. (eds) (2012) References Understanding Research for Social Policy and Social Work, 2nd ed., Bristol: The Policy Press.

1 This word count excludes: Title page, Abstract, Dedication and Acknowledgements (if applicable), Author’s Declaration, Table of Contents, Illustrative Material, e.g. figures, Appendices – (including research ethics form, and research instruments), List of references. 72

● Bryman, A. (2012) Social Research Methods, 4th ed., Oxford: Oxford University Press. ● Creswell, J.W. (2014) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th ed., Los Angeles: Sage. ● Hudson, J. and Lowe, S. (2009) Understanding the Policy Process: Analysing welfare policy & practice, 2nd ed., Bristol: The Policy Press. Others to be negotiated with the supervisor. On successful completion of the unit, the student will demonstrate, through the production of a 10,000-15,0002 word dissertation: 1. an ability to frame suitable research questions Intended Learning 2. an understanding of, and ability to apply an appropriate Outcomes research methodology to investigate their chosen topic 3. an ability to analyse data, draw apposite conclusions which are integrated with wider academic debates. 4. an aptitude to plan and carry out a sustained piece of independent research Students will be expected to attend a dissertation workshop and provide an outline of their dissertation research, after which they will be assigned a dissertation supervisor. Thereafter individual Methods of study supported by regular, negotiated academic supervision. Teaching Students must submit an acceptable research ethics proposal to their dissertation supervisor and the dissertation unit convenor before beginning their research.

2 This word count excludes: Title page, Abstract, Dedication and Acknowledgements (if applicable), Author’s Declaration, Table of Contents, Illustrative Material, e.g. figures, Appendices – (including research ethics form, and research instruments), List of references.

Social Work Research Dissertation

Unit Code SPOLM0039 Unit Name Social Work Research Dissertation Credit Points 60 Director Demi Patsios The dissertation is an opportunity to carry out independent study, enabling the student to select a field of inquiry relevant to social work and to carry out research in depth over a sustained period of time. Student learning is supported by regular individual supervision sessions, though the expectation is that the dissertation is primarily an individual piece of work. The unit aims to: 1. provide the student with the opportunity to investigate a Description topic of their own choice (within the broad framework of social work/social care) 2. enable the student to apply some (but not necessarily all) of the research skills developed in the taught units in carrying out a short piece of research. 3. enhance the practical and transferable skills of locating and using knowledge and information, conveying ideas in written format, planning and managing their time. Summative: A dissertation of 10,000-15,000 words. The dissertation should demonstrate that the student understands how to: Assessment frame research questions, develop and apply an appropriate Details research strategy (plan and complete primary data collection and/or identify appropriate secondary data sources), analyse data and draw conclusions that are integrated with wider academic debates.

● Babbie, E. (2013) The Practice of Social Research, 13th ed., Belmont, CA: Wadsworth. ● Becker, S., Bryman, A. and Ferguson, H. (eds) (2012) Understanding Research for Social Policy and Social Work, 2nd ed., Bristol: The Policy Press. ● Bryman, A. (2012) Social Research Methods, 4th ed., Reading and Oxford: Oxford University Press. References ● Creswell, J.W. (2014) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th ed., Los Angeles: Sage. ● Hudson, J. and Lowe, S. (2009) Understanding the Policy Process: Analysing welfare policy & practice, 2nd ed., Bristol: The Policy Press. Others to be negotiated with the supervisor.

On successful completion of the unit, the student will demonstrate, through the production of a 10,000-15,000 word dissertation: 1. an ability to frame suitable research questions Intended Learning 2. an understanding of, and ability to apply an appropriate Outcomes research methodology to investigate their chosen topic 3. an ability to analyse data, draw apposite conclusions which are integrated with wider academic debates. 4. an aptitude to plan and carry out a sustained piece of independent research Students will be expected to attend a dissertation workshop and provide an outline of their dissertation research, after which they will be assigned a dissertation supervisor. Thereafter individual Methods of study supported by regular, negotiated academic supervision. Teaching Students must submit an acceptable research ethics proposal to their dissertation supervisor and the dissertation unit convenor before beginning their research. Teaching Block(s) Academic Year (weeks 1 - 52) in 2013/14

Disability Studies: Inclusive theory and Research Dissertation

Unit Code ACHSM0004 Unit Name Dissertation (Inclusive Theory and Research) Credit Points 60 Director Demi Patsios Disability Studies research is built on a sound basis of both quantitative and qualitative research methods in the Social Sciences. In addition, researchers in this field take into account the turn towards user-involvement and both emancipatory and participatory paradigms of disability research. This unit gives students the chance to undertake a dissertation in this area. This will take one of the following forms: Description

A small-scale empirical research study. The aim is to put into practice the key research approaches and knowledge gained from other units in the programme. An in-depth literature review, which will focus on a major aspect of Disability Studies research, and will explore, argue and present findings from a theoretical point of view. A 10,000-15,0003 word dissertation, assessed against the Assessment generic marking criteria for level M work (as in the programme Details handbook) and the specific learning outcomes ● Lowes, L. and Hulatt, I. (2005) Involving Service Users in Health and Social Care Research. London: Routledge. ● Riessman, Catherine Kohler (2008) Narrative Methods for the Human Sciences, Los Angeles, CA: Sage. Reading and ● Walmsley, J. and Johnson, K. (2003) Inclusive Research References with People with Learning Disabilities: Past, Present and Futures. London: Jessica Kingsley. ● Williams, V. (2011) Disability and Discourse: analysing inclusive conversation with people with intellectual disabilities. Oxford: Wiley-Blackwell. By the end of this unit, students will be able to: ● Design a small-scale research study within a Disability Intended Learning Studies context; Outcomes ● Identify and address ethical issues in research; ● Explore and justify a chosen methodology; ● Collect, analyse and report on data collected.

3 This word count excludes: Title page, Abstract, Dedication and Acknowledgements (if applicable), Author’s Declaration, Table of Contents, Illustrative Material, e.g. figures, Appendices – (including research ethics form, and research instruments), List of references.

Alternatively, in the case of a literature-based dissertation, they will be able to: ● Conduct a systematic literature review in a Disability Studies context; ● Identify and address ethical issues in the research explored; ● Critically evaluate research literature ● Collect, analyse and report on a given topic in Disability Studies. Students carrying out dissertations will be assigned to individual Methods of supervisors. They will carry out independent study, with the Teaching support of their supervisor, and will attend workshop(s) as offered by SPS Masters programmes.

SOS-UK - Dissertations for Good

Dissertations for Good is a partnership programme created by the National Union of Students sustainability team (now SOS-UK), which connects students with external organisations to complete dissertation projects in sustainability that are practical, exciting and publishable. This opportunity gives students the chance to lead on a research project with an organisation that will use the results to inform how they operate.

Some project titles that have already been suggested by organisations include:

• What are the impacts of fuel poverty on mental health and wellbeing? • Sustainability leadership models for the sector • How do we empower private tenants to request energy efficiency improvements to their homes? • Mapping sector sustainability initiatives/projects/tools, such as ISO 14001 or EcoCampus

Further information on the For Good platform can be found at: https://forgood.nus.org.uk/dissertations-for-good/ You may also be interested in partnering with organisations for projects and placements, in which case check out other areas of the For Good platform.

If you’re interested, please contact Hannah Tweddell [email protected] for more information. She is co-ordinating and supporting UOB students and supervisors who want to participate.

4 ADMINISTRATION AND COMMUNICATION 4.1 University Card Your UCard (University Card) is also your Library card and should be available for collection from Faculty Registration on Monday 23rd September if you have uploaded your photo and registered online in time and from Card Services if not. Keep this card safe as it allows you access to important areas around the University and shows you are a University of Bristol student. The first time you use your UCard you will need to initialise it by holding it against a card reader for 10-15 seconds, while the system checks your card details. You should carry your UCard at all times when you are on the University precincts at Bristol and do not give your UCard to anyone else or allow anyone else access to buildings or facilities using your card. You can find out more about your UCard at www.bristol.ac.uk/cardservices/.

4.2 Blackboard The School uses the Blackboard virtual learning environment as the principal medium for delivering supporting materials for its teaching programmes. There is an overall Blackboard site for your programme, which is used for general administration and communication. You will be expected to submit your assignments through this site (see the section below on ‘Assignment submission using Blackboard’). As well as the programme site, each unit on a teaching programme has its own Blackboard site and you should expect materials associated with each unit (including reading lists) you are studying to be available on the site. You should not expect lecturers to provide printed handouts or photocopies of reading materials in class. Rather, you should expect the materials related to an upcoming lecture or class to be accessible through Blackboard in advance of the session so that you can download them and, if necessary, print them out. There may be occasions on which it is not, for a variety of reasons, possible for your lecturer to make materials available in advance of a particular session. Your lecturer should post a notice on Blackboard telling you that this is the case. When a lecturer distributes paper handouts in class, the materials should subsequently be available on Blackboard, unless there are technical or copyright reasons why this is not possible. The Blackboard site associated with each unit should contain: ● Unit outline, including lecture timetable, class topics and reading list ● Online reading list ● Requirements and tasks set for all types of assignment ● Copies of PowerPoint slides associated with lectures ● Any written materials associated with classes (eg. briefings for class exercises, where relevant) ● Any messages from the unit convenor regarding changes to arrangements

It may also have other resources like external links or additional reading. Some units may have discussion boards and fora, but these depend on how the unit convenor

78 wants to use their Blackboard site. Access Blackboard through your MyBristol page, which you reach from the University home page. It is on the ‘Course’ tab at the top of your home page. Accessing via MyBristol means you are logged in to the system. If you experience problems accessing or using Blackboard, please contact [email protected]. Questions about the content of a Blackboard unit site should be addressed to the contact point for that unit (usually the Unit Coordinator or the Programme Administrator).

5 ASSESSMENT AND FEEDBACK 5.1 Assessment and feedback statement for PGT students The University has established a number of institutional principles for assessment and feedback in taught programmes. The principles are a statement of the University’s approach to assessment and the provision of feedback such that both staff and students share common expectations and are aware of their responsibilities. The assessment methods that might be expected in taught programmes are provided at www.bristol.ac.uk/academic-quality/assessment/annex/annex- formsofassessment.html

5.2 Assessment The amount and type of assessment and feedback within the units that you study will vary and the details given here are guidelines on what you should normally expect in units run on the programmes. Units on the programmes are designed to enable you to meet the intended learning outcomes of the unit and your programme. We use the following types of assessment to help you attain these outcomes and to assess how well you have attained them: 1. Summative assessment which is designed to test whether and how well you have met the intended learning outcomes for a unit. 2. Formative assessment designed primarily to provide feedback on how well your learning is developing in the unit. It should give you an indication of where you are performing well in relation to the intended learning outcomes and where you need to focus to improve your learning. The programme norm for summative assessment for a 20-credit point unit is 4000 words in essay format. You will be informed of the assessments required in a unit at the beginning of the unit. This information is also usually provided in a unit handbook or course outline and/or Blackboard.

5.3 Submission using Blackboard You must submit all essays through the relevant essay submission area in Blackboard by the deadline. Note: You do not need to provide us with printed copies of assignments. You will be enrolled onto the relevant submission area in Blackboard. There will be instructions in this area as well as a test area for you to practice with before you submit your first essay. Please contact the Programme Student Administrator if you cannot see the essay submission area in your Blackboard course list. Please be aware that all essays are processed through the Turnitin Plagiarism Software Detection Service. You can find out more about this at: http://www.bristol.ac.uk/esu/e-learning/support/tools/turnitin/ You are required to submit an essay through Blackboard in one of the following formats:

➢ Word file (.doc) ➢ Rich text format (.rtf) ➢ Portable Document Format (.pdf) Before you are able to submit, you are required to complete an electronic checklist which includes a plagiarism declaration and also asks you to confirm that the essay is the final version and in the correct format, that you have used only your candidate number and included a word count. Please note that the word length will be checked.

5.4 Dissertation submission Full-time students are expected to submit their dissertations by 10 September 2020. Dissertations must also be submitted via Blackboard. Please note that two bound paper copies of the dissertation are also required. Further instructions about format and binding are provided in a separate Dissertation Handbook.

5.5 Unit assignment extensions Students are expected to plan their workload appropriately, in advance, in order to take into account the amount of work they are expected to do, the deadlines, and any other commitments they may have. There is a system in place where students may request an extension for their work past the normal deadline, if there are unforeseeable circumstances that might impact on their ability to complete work on time, such as in cases of illness or bereavement.

It is your responsibility to organise your time and resources to enable you to meet the demands of the course. You should anticipate and build in time for minor illnesses and other small difficulties. We tend not to agree to extensions for the following sorts of reason:

• Minor illnesses, such as colds • Problems with access to computers, printers, or photocopiers • Normal employment commitments • Poor time management • Difficulty with access to sources • Difficulty with the work

If you are unable to complete an essay on time due to illness or other circumstance, you should complete an extension request form. This should be submitted to the Postgraduate Student Administrator at the latest 48 hours before the hand-in for the unit assignment.

Unless there are particular extenuating circumstances, we are not normally able to retrospectively agree extensions. You should submit work unless you have an extension, or have applied for one. If you do not have an extension and do not submit a piece of work, your work will be subject to late submission penalties.

Note: Unit assignment extensions are standardised to reflect a one week extension, a three week extension, and extensions of more than three weeks (the PGT unit assignment extension form is available on Blackboard). Students are encouraged to discuss the request for an extension with their personal tutor, but the final decision regarding approval and the length of the extension rests with the programme director.

5.6 Penalties Penalties for late submissions In line with University regulations (see 17.4 on the link below), summative work submitted after a deadline should be subject to some penalty, unless an extension has been agreed by the School, prior to the deadline, or late submission is justified by reason of illness or other validated extenuating circumstances (see Section 19 of the Regulations and Code of Practice for Taught Programmes. For work submitted up to 24 hours after the agreed submission deadline, a penalty of 10 marks out of 100 (or 2 marks out of 20) from the actual mark the student would have received applies (e.g. coursework that is marked at 60/100 would become 50/100 or a mark of 10/20 would become 8/20) once the penalty is applied). For work submitted five or more working days after the submission deadline the student will receive a mark of 0, although schools may still require work of a satisfactory standard to be submitted in order for credit to be awarded. http://www.bristol.ac.uk/academic-quality/assessment/regulations-and-code-of- practice-for-taught-programmes/penalties/ Note: Weekends are included in the counting up of the number of days late, e.g. if the essay was due Friday and you submit it on Monday, it will be counted as three days late and therefore subject to a 30 mark penalty.

Penalties for over-length assignments Assignments that are over-length are also subject to penalties. You must enter the word count on the coversheet. Candidates must not exceed the word limit. If the word limit is exceeded, 1 mark will be deducted for every 300 (or part of 300) words by which the limit is exceeded. Failing to state the number of words, or misstating them, is an examinations offence. A fixed penalty of 5 marks will be applied to those who mislead on the word limit by systematically omitting spaces in references and footnotes. Note: If the penalty takes you below the pass mark, you will be permitted to re- submit, once, for a capped mark of 50%.

5.7 Feedback Feedback is designed to enable you to reflect on what you have done well and where improvement is needed. You should seek clarification if the feedback is not clear to you. You should also try to act on the feedback and use it constructively in future assessments.

Feedback is provided in a variety of ways, for example: ● Individual feedback consisting of written comments on submitted work. ● Group feedback is sometimes provided on submitted work. Such feedback will help you to see how your understanding compares with your fellow students and, by providing insight into how others answered a question, may give you ideas on what could have been included in your work. ● You may receive feedback from your personal tutor or from unit convenors. ● Where you make presentations to a tutorial or seminar group, or do group work with other students, you may receive written or oral feedback from the tutor and other students in the class. The amount of time required to give you feedback on a piece of formative assessment will depend on the nature of the assessment task and other programme-specific factors. Feedback on summative assessments will normally be provided within three weeks of the submission deadline, unless there is a special reason why this deadline cannot be met. Further information on assessments within the University may be found in the Regulations and Code of Practice for Taught Programmes.

5.8 Marking criteria and scales The programme uses marking criteria to judge whether and how well you have succeeded in attaining the intended learning outcomes for each unit. These criteria are used to assign a mark to your work. The marking criteria provided below describe in broad terms the considerations that inform the decisions of markers. The details of each unit will identify for you any more detailed and specific marking criteria for that unit. For full information including the University’s marking criteria, see the section 14 of the Regulations and Code of Practice for Taught Programmes.

80-100% ● Work is worthy of publication or dissemination as appropriate to the field. Distinction ● Clear evidence of originality and independent thinking, as appropriate to the task. ● Exceptional in-depth knowledge across specialised and applied areas of relevant literature, policy and conceptual issues as appropriate to the task. ● The work is very well written and presents an excellent synthesis of appropriate available information, coherently structured and draws valid conclusions. ● Outstanding evidence of acquisition of relevant skills and their application. ● Excellent presentation including the consistent use of an appropriate referencing system. 70-79% ● Commanding knowledge of relevant literature, policy and

conceptual issues appropriate to the field. Distinction ● Evidence of originality and independent thinking, as appropriate to the task. ● Demonstrates the ability to make good judgements and draw valid conclusions, as appropriate to the assessment task. ● The work is very well written and presents an excellent synthesis of appropriate available information, coherently structured. ● Excellent evidence of acquisition of relevant skills and their application. ● Excellent presentation including the consistent use of an appropriate referencing system. 60-69% ● Good knowledge of relevant literature, policy and conceptual issues appropriate to the field. Merit ● Material from relevant sources is carefully and critically selected, interpreted, compared and evaluated. ● The work is well written and presents a good synthesis of appropriate available information, coherently structured. ● Draws valid conclusions. ● Good evidence of acquisition of relevant skills. ● Very good presentation including the consistent use of an appropriate referencing system. 50-59% ● Adequate understanding of relevant literature, policy, available information, and conceptual issues appropriate to the field. Pass ● Some interpretation, evaluation and comparison of sources is attempted but not pursued in depth. ● Adequate synthesis of available information but analysis of underlying principles and themes not developed, valid but limited conclusions. ● Work is coherent and adequately structured. ● Evidence of acquisition of relevant skills. ● Good presentation including the consistent use of an appropriate referencing system 40-49% ● Demonstrates a limited understanding of relevant literature, policy, available information, and conceptual issues appropriate to Fail the field. ● Demonstrates clear but limited attempt to become acquainted with relevant source material and draw relevant conclusions, but draws conclusions that do not all follow logically from the work undertaken. ● Work is not fully coherent, poorly structured, and indicates that key concepts are generally not understood. ● Little evidence of acquisition of relevant skills. ● Poor presentation including inconsistent referencing. ● Changes required to content and/or structure and presentation in order to achieve a pass on resubmission. <40% ● Makes little attempt to become acquainted with relevant source material. ● Does not draw conclusions or if it does then they consist of

unsupported assertions. ● Work is not coherent, very poorly structured, and indicates that key concepts are not understood. ● Little or no evidence of the acquisition of key skills. ● Very weak presentation. ● Major changes required to content, structure and presentation in order to achieve a pass on resubmission.

5.9 Marking procedures The taught programmes in the School use a system of moderation for summative assessments. Moderation is a quality assurance process whereby marks are reviewed to ensure that individual marks awarded are appropriate in terms of consistency in relation to marking criteria, fairness and rigour in the assessment. The internal marker (usually the unit convenor) assesses the student’s work and feedback is recorded on a proforma together with a suggested mark. Then, a moderator reads a sample of assignments – usually at least one from each band as well as all the fails and from each marker (if there is more than one marker) - and confirms that the mark is within the appropriate band. The moderation system is not the same as second marking. However, the confirmation of bands means that there is an agreement between the marker and the moderator about the quality of the work and the allocated category of marks. When moderation is completed, the internal marker passes the unit assessment proforma to the Postgraduate Student Administrator for return to the student. All marks are provisional until they are confirmed at the Examination Board.

5.10 Confirmation of marks and student notification All summative unit assessments are confirmed by the Programme Examination Board, which is normally held twice a year in November and in June. Following confirmation of the marks (and the assessment of any penalties) students are notified via email that their unit assignment marks have been ratified. Students can then check these through the MyBristol portal. Students will only receive a letter from the Postgraduate Student Administrator if there have been any penalties assessed for lateness or over-length or in instances of suspected plagiarism. Final awards are first recommended by the Programme Examination Board and then confirmed by the Faculty Board of Examiners, who are also informed about any potential issues regarding student progression. Note: All marks are provisional until they have been confirmed by the Faculty Board of Examiners.

5.11 Resubmission and Progression A student who is not awarded the credit for a unit may be permitted a second attempt to achieve a satisfactory standard to progress (i.e. a ‘re-sit’) or to achieve any specified additional criteria. A “re-sit” need not be in the same form as the original assessment, as long as it tests the same learning outcomes; it does not compromise any

85 competence standards; and it applies to the entire cohort of students who are undertaking the re-assessment.

In order to be permitted a second attempt in any failed unit(s), taught postgraduate students must gain at least half of the credit points in the taught component (60 credit points) by achieving the pass mark at the first attempt AND must have satisfied any additional criteria at the time they are considered by the progression board, or equivalent (see section 38 of the Regulations and Code of Practice for Taught Programmes. The timing of the resubmission is normally following the Programme Summer Examination Board, which usually takes place in June each year. The programme exam board ratifies marks for all submitted unit assignments and the Faculty confirms resubmission information in writing following the Faculty Summer Exam Board.

Note: For resubmissions, penalties for lateness or over length are applied to the ‘capped’ mark not the ‘notional’ mark. In short, if the resubmission is late or is even one word over the limit it will automatically receive a fail. To be safe, do not hand in your work late without an approved extension and please stay under the maximum word count of 4,000 words (if it applies to your assignment).

5.12 Progression and completion in taught postgraduate modular programme A student must satisfy certain minimum criteria to be allowed to progress from the taught component of the programme to the dissertation. In other words, they must acquire the necessary credit before progressing to the next component of study (the dissertation). Suitable arrangements will be made to implement the regulations for the award of credit for students who are studying a programme on a part-time basis such that the students are aware of the arrangements (e.g. the timing and status of any re-sits) and are not disadvantaged by the point in their studies in which their progression is formally considered. By reaching a satisfactory standard, students thereby acquire the necessary credit points to progress, except as specified below. Students must achieve the pass mark for the unit (normally a mark of 50 out of 100 per cent at postgraduate level) and meet any additional criteria, if applicable, to be awarded the associated credit. The criteria for the award of credit points, and an explanation of how the award of credit may be affected by criteria additional to marks in an examination or other formal assessment, are described in the relevant unit and programme specification and are communicated to the students in advance of the commencement of their study of the unit. If a student does not achieve the necessary requirements set out in sec. 38.8 of Regulations and Code of Practice for Taught Programmes, s/he will be required to withdraw from the programme, with an exit award if appropriate, unless there are validated extenuating circumstances (see Section 19 of the Regulations and Code of Practice for Taught Programmes. Faculties have discretionary authority to permit postgraduate students who have failed part, or all, of the taught component to re-sit for the purposes of achieving an exit award.

5.13 Referencing It is essential that you acknowledge the sources of your information and it is very important to get their referencing right. This is one of the criteria on which your work is assessed. The School expects a high standard of technical detail and accuracy, especially for the dissertation which is a public document. The purposes of referencing are to: • Show that you can locate your work in the context of existing thought and writing (commonly referred to as “the literature”). It is never acceptable to say ‘research has shown ...’ and then fail to cite any books, articles or reports. • Acknowledge that you have drawn on the arguments and evidence of other writers. • Allow the reader (or marker) to check the original source of evidence or argument, for example if you cite something that the reader finds particularly contentious or surprising. It is for this reason that you must be as precise as possible. • A complete list of all references contained in essays, dissertation or project reports must appear at the end of the assignment. You should be sure to go through the text painstakingly and check them off. Please note that you are asked for a reference list not a bibliography. You should not include publications which you have looked at but not actually referred to in the text. For the School for Policy Studies, the standard system used is the Harvard system of referencing, which uses (name, date) in the text, and an alphabetical list of citations at the end. This is the one most commonly found in social science texts and journals and is the most flexible to use, though it may be slightly different from the ‘house style’ of some publications. Unless you are told otherwise by your programme staff, assume that you must use the Harvard system of referencing in your assessments. Appendix 2 gives you a basic guide to using the Harvard system. A basic guide to using the Harvard system can be found at: http://www.bristol.ac.uk/arts/exercises/referencing/referencing%20skills/page_24.htm You can find further help at the following websites: • Cite them right - advice on how to use references accurately and for almost any type of source (can be accessed via UoB Library Recommended Databases) • http://infolib.vnua.edu.vn/VNUA/UpLoadFiles/Cite%20them%20right.PDF Online referencing guide (Cite them Right) • https://library.leeds.ac.uk/info/1402/referencing/50/leeds_harvard_introduction • www.lib.monash.edu.au/tutorials/citing/harvard.html is a clearly labelled self help guide. • https://www1.uwe.ac.uk/students/studysupport/studyskills/referencing.aspx provides a list of resources for help with referencing using different standard styles. • The reference source for Harvard and other styles is recorded in British Standards Institution (1990) Recommendations for citing and referencing published material. Milton Keynes: BSI. The library holds this reference book.

There are reference management software packages (e.g. Endnote Online) available that do the job for you and can save time once you have learnt how to use them. Such software can also be useful for organising the journal articles and other sources you download. You can find out more about Endnote at http://www.bristol.ac.uk/library/support/findinginfo/literature-references/endnote/ Note: If you use software this you will still need to be able to recognise and correct errors and inconsistencies in your referencing.

5.14 Plagiarism Each year, a number of students commit examination offences such as plagiarism or cheating in examinations. The University takes these cases very seriously, and the consequences can be very grave. Some students found by a serious plagiarism panel to have plagiarised other people’s work or to have cheated in an exam, have been awarded a mark of zero for their unit so they are not permitted to progress in their studies and have to exit with a lower qualification than the one they registered for. Others are unable to enter their chosen professions on account of their record of dishonesty. It is therefore essential that you are familiar with the main types of examination offence and avoid them at all costs. The three most common types of offence are: plagiarism, having unauthorised materials in an Examination, and collusion. Plagiarism Plagiarism is the presentation of someone else's work as though it were your own. This can take several forms, including: Obtaining an essay, e.g. from the Internet or another provider, and submitting it as your own work either in part or in full. Where this is obtained from a commercial website (such as an ‘essay mill’) it is known as ‘contract cheating’. Obtaining an essay through ‘contract cheating’ is considered a serious transgression of the academic integrity values practised across the University. According to University guidance on ‘contract cheating’ (Section 2.3), it will be “considered to be a deliberate attempt to deceive and will therefore likely be judged a serious case of academic misconduct.” Using another student’s work and submitting it as your own work either in part or in full. Self-Plagiarism, i.e. reusing your own material which you have already submitted elsewhere without referencing it. Copying, or electronically cutting and pasting, sections (i.e. a whole sentence or more) of someone's work, without using quotation marks to clearly mark what text is not yours. This includes material from the Internet. This is still plagiarism, even if you change a few words or leave out some of the sentences in a passage. Putting quotation marks round odd sentences and giving the full citation for those will not prevent any material outside the quotation marks from being assessed as plagiarism. When students are identified as doing this, they often say that they had made notes, or cut and pasted bits of sources into a notes file, and then forgot that these were verbatim rather than their own paraphrase or re-wording of the original. This is not an acceptable excuse. It is your responsibility to make sure that you keep track of your

88 notes and material. You should always keep a record of where notes come from, including page numbers where relevant. This is part of the study skills we expect you to develop as a postgraduate at Bristol, and so you can expect us to treat such plagiarism more severely as you progress through your studies. Ultimately, if you do this extensively in work submitted as part of your final assessment, it’s possible your mark will be reduced mark of zero for that unit, something that could affect your final degree award. If you are in any doubt about this, please talk to your personal tutor and/or individual unit tutors and get advice on good practice in note taking and the use of quotations. ‘Borrowing’ the structure of an argument from another writer and following this too closely, presenting it as your own, without acknowledgement. You may not actually copy verbatim sections from the original, but you are still presenting someone else’s ideas and work as your own. Depending on the extent to which you do this, it may make it difficult to assess the work as your own and could result in your mark being reduced to zero for the unit. Again, please ask for help and support if you are in any doubt about this. Passages quoted from other authors, or from your own previous work, must be identified in quotations and the sources of the quoted material must be acknowledged by the student. Use of unacknowledged sources may be construed as plagiarism. More information about plagiarism and the use of paraphrasing can be found at: https://www.bris.ac.uk/esu/studentlearning/plagiarism/ The University of Bristol, like most UK universities, uses JISC Turnitin UK Plagiarism Detection Software. This system detects similarities with internet sources, other students’ work, books and journal articles. Assignments are routinely run through Turnitin software and any with any instances of extensive or suspected deliberate similarity with other sources being considered further either at School or Faculty level: http://www.bristol.ac.uk/tel/support/tools/turnitin/ All Schools in the Faculty run sessions on good academic practice and avoidance of plagiarism at various points during the academic year. You should attend these sessions to ensure you follow correct referencing procedures and have a full understanding of what is required in submitting assignments. The Faculty of Arts has developed A Guide to Referencing Academic Work, which includes consists of an interactive tutorial designed to teach students where and how to reference academic work such as essays and dissertations. Guidance is provided on the correct use of two different methods of academic citation: the Modern Humanities Research Association (MHRA) system, in which references are contained in footnotes and a bibliography, and the Harvard, or 'author-date' system, where brief citations are placed in brackets within the text and full references are included in a reference list. It also provides a Revision quiz, which includes of a series of exercises to test your understanding of referencing and plagiarism. You are strongly encouraged to use this quiz to identify any gaps in your knowledge and highlight areas of the tutorial you may need to revisit. In addition to the guidance provided by your School, the Library and the student union also provide information on avoiding plagiarism: www.bristol.ac.uk/library/support/findinginfo/plagiarism/ https://www.bristolsu.org.uk/resources/just-ask-booklet-plagiarism

Collusion Collusion is unauthorised collaboration with another student to produce work together. While we expect you to work co-operatively in some of your seminars and classes, and we are always pleased when students enjoy discussing their work with each other, what you submit for assessment must be your own. As a rule of thumb, you should never share any electronic or other written material relating to an assessment task with another student. The risk is too great. In very particular circumstances, which will be clearly identified, you may be asked to submit group work, but even then you will be asked to identify your contribution. If we cannot distinguish your work from that of someone else, we cannot assess it and it is very likely to receive a mark of zero. Because of the gravity with which we regard plagiarism, we have developed ways of detecting it, including the electronic scrutiny of work through Turnitin. You are required to submit all of your summative assessments in electronic form. Procedures The University has a set of procedures for dealing with allegations or suspicions that plagiarism or an examination offence has occurred. Small irregularities which amount to poor academic practice can be dealt with as a matter of marking and the student later notified. Cases involving the suspicion of plagiarism or other offence will be considered by either a School Panel or a Faculty Panel, depending on the seriousness. Small volumes of plagiarised material may be treated as minor, substantial amounts of plagiarised material; unauthorised materials in examinations and collusion are serious. Minor cases are dealt with by a School Panel; serious cases by a Faculty Panel chaired by the Faculty Plagiarism Officer. In such cases, the student will be interviewed. A summary of what students can expect in a panel is on page 4 of the Just Ask Bristol SU guide. If the panel is satisfied that there is no evidence of dishonesty, i.e. no deliberate attempt to gain an unfair advantage, or no need to treat the matter as requiring disciplinary action by the University, a recommendation as to the appropriate penalty will be made to the Board of Examiners. If, however, the committee thinks there is evidence of dishonesty, the matter may be dealt with further under University Disciplinary Regulations. The University Examination Regulations outline the procedures to be followed in cases of student plagiarism and cheating, and can be found at: http://www.bristol.ac.uk/media-library/sites/academic-quality/documents/taught- code/annexes/university-examination-regulations.pdf Please also look at the Faculty Postgraduate Handbook where there is a more detailed explanation section of what we consider to be plagiarism, and at the University Regulations and Procedures Relating to Plagiarism which can be found at: www.bristol.ac.uk/esu/studentlearning/plagiarism/. It is your responsibility to read these! You will see from these that there can be very serious consequences, including the possibility that you would not be awarded a degree at all, or that your degree classification would be lowered. Some of the very serious forms of plagiarism may be treated as disciplinary offences. Because of the seriousness with which we regard

90 plagiarism, we scrutinise work submitted for assessment using the Turnitin Plagiarism Detection software. For this reason, you are required to submit all work electronically, through Blackboard. NB: The extensive use of material which you have written as part of an assignment for one unit in another unit assignment (whether at this university or another university) is ‘self-plagiarism’. It is easily detected by Turnitin. In Master’s programmes, there is sometimes an overlap in assignments, for example, because they may ask you to develop a research proposal. Clearly, you must not submit essentially the same proposal for more than one unit. However, you may draw on this material for your dissertation, so long as your unit assignment is clearly referenced at the beginning and end of the included material. For example, you might write: “The policy context/theoretical framework/methodology [as appropriate] discussed in the following section was previously presented as part of my/the author’s assignment for Further Qualitative Research. …[at the end of the section] (Author, FQual assignment, 2013). Subsequent reflection on this proposal suggested that… [new material]. If you are uncertain about self-plagiarism, you are strongly advised to speak to your personal tutor, dissertation supervisor or the programme director. Plagiarism procedures The University's Examination Regulations state that 'Any thesis, dissertation, essay, or other course work must be the student’s own work and must not contain plagiarised material. Any instance of plagiarism in such coursework will be treated as an offence under these regulations.' (Section 3.1) The Examination Regulations give information on the University's procedures for dealing with cases of plagiarism in undergraduate and taught postgraduate programmes of study (Section 4). The specific options available to a school (section 4.4.8) or faculty (section 4.5.8) plagiarism panel range from dismissing the case, awarding lower marks to referring the case to the student disciplinary procedure (Sections 4.4.10 or 4.5.12 or 4.8) https://www.bristol.ac.uk/media- library/sites/academic-quality/documents/taught-code/annexes/university- examination-regulations.pdf Note: Unit assignments are checked through Turnitin for suspected plagiarism.

5.15 Awards: Taught Postgraduate Modular Programmes The taught component mark is calculated by averaging the relevant weighted individual unit marks. The result of the calculation should then be rounded to the nearest integer. The weighting of each unit mark, in calculating the ‘taught component mark’, will correspond to the credit point value of the unit. See Annex 11 of the http://www.bristol.ac.uk/academic-quality/assessment/annex/ for an example of how to do this calculation.

An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds. An exit award with Merit or Distinction (classified exit award) may be permitted where students leave their intended programme because of an exceptional circumstance. The classification of the award in relation to the overall taught component mark and the dissertation mark is as follows (Faculties retain discretion to increase these thresholds): Award with Distinction at least 65 out of 100 for the taught component overall and, for Master’s awards, at least 70 out of 100 for the dissertation. Award with Merit at least 60 out of 100 for the taught component overall and, for Master’s awards, at least 60 out of 100 for the dissertation. Pass at least 50 out of 100 for the taught component overall and, for Master’s awards, at least 50 out of 100 for the dissertation. Fail 49 or below out of 100 for the taught component overall or, where relevant, 49 or below out of 100 for the dissertation.

For full information, see section 39 of Regulations and Code of Practice for Taught Programmes.

Note: Where a student has achieved a near-pass mark (45 or over but less than 50 out of 100) for the dissertation and, in addition, the examiners recommend that it is suitable for re-assessment, the relevant Board of Examiners may decide to permit the student to re-submit the dissertation, or equivalent. Re-submission of the dissertation where the student has achieved a mark less than 45 out of 100 will be permitted where failure is due to validated extenuating circumstances (see sec. 19 of the Regulations and Code of Practice for Taught Programmes).

5.16 Title of Awards The MSc (180 credits) is awarded for the successful completion of six 20-credit units plus a dissertation (equivalent of three units). The Postgraduate Diploma (120 credits) is awarded for the successful completion of six 20-credit units but does not require a dissertation. The Postgraduate Certificate (60 credits) is awarded for the successful completion of three 20-credit units equivalent to 60 credits. The award of the MSc, PG Diploma and PG Certificate requires all assessed work to achieve a mark of at least 50.

6 EXTENUATING CIRCUMSTANCES If you feel your work has been affected by illness or other causes, you may notify the Programme Exam Board and ask for extenuating circumstances to be taken into account. Please read section 19 of the Regulations and Code of Practice for Taught Programmes. This will explain what we mean by extenuating circumstances and the procedures followed. A student guide to extenuating circumstances is also available at: https://www.bristolsu.org.uk/justask/extenuating-circumstances Extenuating circumstances are circumstances external to study within the university that a student believes has affected their performance in assessment. The effects that properly reported extenuating circumstances have on a student’s performance must be considered by boards of examiners when making progression, completion or classification decisions. If students want to present a case to the Programme Examination Board for extenuating circumstances to be taken into account in the treatment of your marks, you must complete the University’s form for extenuating circumstances (available at: http://www.bristol.ac.uk/students/services/forms/ or on the Programme Blackboard) and submit the form to the Programme Office. The absolute deadline for receipt of this form will be the day before the Exam Board Meeting. Relevant evidence must be provided. Such cases are considered by a small subgroup of the Examination Board (Extenuating Circumstances Committee), which then makes a recommendation to the Examination Board. All such cases are dealt with anonymously at the Programme Examination Board. Note: If you do not raise such matters before the meeting of the Examination Board without “good reason”, they will not be considered if you later appeal against the decision of the Board of Examiners.

7 ABSENCES, ATTENDANCE, EXTENSIONS AND SUSPENSIONS 7.1 Student Absence due to illness or other causes During the teaching period If a student is absent due to illness or other cause for up to and including seven consecutive days in the teaching period, they should inform the School as soon as possible and complete an absence form (available from: www.bristol.ac.uk/students/services/forms/). If a student is absent due to illness or other cause for more than seven consecutive days in the teaching period, they should inform the School as soon as possible and complete an extenuating circumstances form. Additional evidence for the absence may be required, e.g. if the absence is due to illness the student should also attend an appointment with a Medical Practitioner (e.g. a GP) (with the completed form) to obtain a medical certificate (‘sick-note’). Both the form and any documented evidence must then be submitted to the relevant school office.

If an absence from the teaching period means a student is unable to submit a summative coursework assignment by the agreed deadline, the student should contact the School and request an extension before the assignment deadline and may need to complete an extenuating circumstances form. The School may ask for evidence of the reason for the absence in agreeing an extension to a deadline.

Students who are ill for a period of time during the teaching period, whether close to the deadline or not, must submit work on time unless an extension has been agreed by the School. The School will not accept late submission without penalty where no extension has been granted.

For further information, please refer to the University policy on “Student Absence Due to Illness or Other Cause” available at: http://www.bristol.ac.uk/academic-quality/assessment/regulations-and-code-of- practice-for-taught-programmes/student-absence/

Note: If you are an international student and hold a Tier 4 visa, please be aware that it is important to keep us informed of any absence and the reasons for it, as we are required to report on points of contact with you.

7.2 Attendance and progress monitoring All taught postgraduate students are monitored in terms of attendance and performance on the programme. Students are required to maintain a very good level of attendance and remain engaged with their programme of study. Students who fail to maintain good attendance may be referred by the School to the Faculty. On the basis of the information received, the Faculty will contact the student to check on their status and/or make changes to their student status as appropriate to the circumstances (e.g. deem them withdrawn or suspended). In order to fulfil its statutory obligations, Schools are required to monitor the attendance of Tier 4 students via expected contact points between students and their programme

94 of study, and report on these monthly through an online monitoring system. Expected contacts may include, but are not limited to, the following: ● attendance at lectures, tutorials or seminars; ● attendance at test, examinations or assessment board; ● attendance at practicals, laboratory session or, clinical sessions; ● submission of assessed or un-assessed coursework; ● submission of dissertation/coursework/reports; ● attendance at any meeting with a supervisor or personal tutor; ● attendance at an appointment with a welfare advisor or an international student advisor; and ● attendance on field trips

7.3 Unit study extensions / extension of study If you require an extension to a deadline for an assessment, you must request this in advance. Please look on the Programme’s Blackboard site for information about how you do this for your programme. If you require an extension for your dissertation, which will mean you do not complete your programme of study at the normal time, an extension of study will need to be agreed by the Faculty Graduate Dean. It will only be granted where there are good grounds, supporting documentation (e.g. a medical note from a GP). There will need to be clear evidence of satisfactory progress for an extension request to be granted. Please see the Faculty Handbook, and section 36 of the Regulations and Code of Practice for Taught Programmes for information. Please contact the Postgraduate Student Administrator for a copy of the extension of study form. Note: Please remember that deadlines for submission are set within the examination board timetable. Any extension for submission may have an impact on when your work can be received by an exam board and ultimately may affect whether you can complete your programme and so graduate within the normal timeframe.

7.4 Suspension of study Students do not have the automatic right to suspend their studies. The University expects students to complete their study in a single continuous period. As a suspension of study will interrupt a student’s progress on their programme, it will only be granted where there are good grounds and supporting documentation (e.g. a report from a registered medical practitioner) and will need to be agreed by the Faculty Graduate Dean. If you think you may need to suspend studies, please discuss this with your Personal Tutor and Programme Director as early as possible. Please see the Faculty Handbook, and section 8 of the Regulations and Code of Practice for Taught Programmes for further information. Please contact the Postgraduate Student Administrator for a personalised suspension of studies form.

8 UNIVERSITY LIBRARY SERVICE The University library provides access to and support for millions of research and learning resources in print and online. The University Library is committed to providing high-quality facilities and services to enrich scholarship at the University. The Arts and Social Sciences Library is one of 9 libraries that make up the University Library system. Most of the material for the programmes in The School for Policy Studies is housed in this library, but you will find that other libraries, such as Education and Medical may contain material relevant to your studies. All University students are entitled to use and borrow from any of the libraries. For further details, see http://www.bris.ac.uk/library/

8.1 How to register for the Library A UCard (which also acts as a library card) will be given to students as part of the University registration procedures and will be valid for the whole of the programme and for all of our libraries.

8.2 The Arts and Social Sciences Library The Arts and Social Sciences Library University of Bristol, Tyndall Avenue Bristol BS8 1TJ General Enquiries Telephone: (0117) 928 8000 Email: [email protected] Internet: http://www.bris.ac.uk/library/locations-opening/arts-social-sciences/ Twitter: Follow the University Library on @BristolUniLib

8.3 Libraries and University Study Centres Library location and opening hours http://www.bris.ac.uk/library/locations-opening/

Find a study space http://www.bris.ac.uk/students/study-spaces/

8.4 Subject librarian for the School for Policy Studies Emma Allison is the Policy Studies Subject Librarian. She will be glad to help you with any enquiries you may have about the library’s collections, literature searches, and online resources. Tel: +44 (0)117 4282189 / (0)117 3940465 Email: [email protected]

8.5 Finding material using ‘Library Search’ To find out what print and electronic resources the Library provides access to, a good place to start your search is by using ‘Library Search’ which provides a single search interface for searching the Library’s printed and online collections, together with millions of scholarly e-resources all at the same time. ‘Library Search’ is available on the Library home page http://www.bris.ac.uk/library/. There are 2 search options on ‘Library Search’ Search everything – is the default search option and allows you to search for both print and electronic resources available from our own University Collections in all 9 of our libraries and in addition, will search a huge collection of journal articles from various publishers and database producers. UOB Collections – will search for details of both print and electronic books, electronic journals, print journals, pamphlets, reports, newspapers, theses, and audio-visual materials available in all 9 libraries. You can access ‘Library Search’ from any public access computers in both the libraries and University Study Centres. There are fast access PCs in each library which are solely for users wishing to use ‘Library Search’ as you do not need to login to these computers. ‘Library Search’ will give you the shelf location/classmark for printed materials that we have in our collections, please ask if you cannot find any items in our collections. For online resources such as ebooks, journal articles, ejournals and online theses, a link will be available to view that publication online.

8.6 Borrowing material In the Arts and Social Sciences Library there are self-issue terminals, so you can borrow books whenever the Library is open. To self-issue you will need your Ucard and your library PIN number. You can find your PIN number from ‘MyBristol’ - your space on the University portal, or you can ask in the Library. For more information on borrowing see: http://www.bris.ac.uk/library/use/borrowing/

Reserving books - important information From ‘Library Search’ you can also make your own online reservations for any items you wish to borrow that are currently out on loan. You will be contacted by email once the material has been returned to the Library and reserved books are kept for users on the reservations shelf for a limited period of time. It is important that you reserve any items that are out on loan that you want to see. If you do not reserve them, they will be renewed automatically for the current borrower and the loan extended indefinitely on their library account. Making a reservation has the effect of generating a notice to the borrower asking them to return the item to the library as it is needed by someone else. ‘Your Library Account’ You can access your personal Library Account from ‘MyBristol’ your space on the University portal.

Once you are logged in, you may view your account details, including each item you have borrowed and when it is due back. Your loans will automatically be renewed for you and the loan period extended, unless another user reserves an item you have borrowed. If this happens you will be notified and asked to return the item to the Library.

8.7 Finding Electronic full text journals - access on and off-campus In addition to the library’s print collection of journals, access to the contents of over 40,000 full text electronic journals is available online via the Library’s eJournals web page at: http://www.bris.ac.uk/library/find/ejournals/ Type in the full title of the journal you are looking for, in the box entitled ‘Find eJournal by title’ - use the title of the journal not the title of any article you are looking for. If we have full text access to the journal, you can then navigate to the volume, issue and pages you want.

Off-campus access to library resources - You have access to these journals and their contents from any public access PC on the University campus and you can also access these resources off-campus too. For more information on Remote/Off- campus access go to: http://www.bris.ac.uk/library/find/access-eresources/ Scroll down the page to see detailed instructions on how to access electronic resources off-campus, (these include both ejournals and databases) either by using the ‘Student Remote Desktop’, or by setting up the University’s ‘Off-site Proxy’ service on your computer.

8.8 Inter-Library loans Material that is not available anywhere in the University Library may be obtained using the Inter-Library loans service. At present you may request up to 3 items during the year, if you need any more ILL items you should discuss this with your Subject Librarian before submitting any further requests. Further information about Inter-Library loans and making an ILL request is available at: http://www.bris.ac.uk/library/find/inter-loans/

8.9 Printing and photocopying All students will have a university printing account and print credits may be purchased online. http://www.bristol.ac.uk/it-services/applications/printing/printcredit.html/ Credits allow you to print from the PCs or photocopy from the networked photocopiers in the Library. Printing credits currently cost 5p for an A4 black and white copy. Colour photocopying/printing are also available but are more expensive than black and white.

You can logon to a photocopier by using the touch screen on the copier and then entering your UOB username and password or by scanning your Ucard on the Ucard reader attached to the photocopier. Remember to ‘Logout’ when you have finished, by pressing the ID button to prevent other people making copies at your expense. Alternatively you can use ‘Print release’ - an easy way for our users to send documents to print and then collect them from any networked Canon printer/photocopier on the student printing system. Further details about how this system works are available at: http://www.bristol.ac.uk/it-services/applications/printing/printrelease.html

8.10 Finding and using resources for research - Subject support pages http://www.bris.ac.uk/library/subject-support/ The subject support pages will give you access to more subject resources – the most relevant pages will be those for Policy Studies and Exercise, Nutrition and Health. Choose the subject support page for your programme. The support pages also give you help on evaluating academic resources, information on how to research for your topic, avoid plagiarism and how to reference correctly including the use of bibliographic referencing software such as EndNote.

Library Research Support pages The Library supports the research activities of the University and the support team offers help in the following areas, Open access publishing, Research data management and Access to our special archival and rare book collections. Further information and advice is available at: http://www.bris.ac.uk/library/research-support/

8.11 Finding journal articles, literature searching and online databases available One of the most effective ways to find relevant, good quality information for your work is to access and search the online databases that the University Library subscribes to. The most useful databases for are Medline on OVID SP, PsychINFO, CINAHL, Web of Science Core Collection, SCOPUS, Embase, PsycINFO and Biosis Citation Index. All of these databases are available online and you can access them both on and off- campus. Other useful databases are: International Bibliography of the Social Sciences, Sociological Abstracts, Social Care Online, and Social Services Abstracts. All of these databases are available online and you can access them both on and off-campus. To find a more detailed listing of relevant databases for your subject go to the Library home page at: http://www.bris.ac.uk/library/

• Click on 'Find books, articles and more' then click on 'Recommended databases'. • You will see here a complete alphabetical A-Z listing of databases available which

you can scroll down and browse, or if you are looking for a specific database you can search to see if we have access to it, by typing the title of the database into the search box provided at the top of the screen. • Another option is to Filter by subject • The most relevant subjects on the drop-down list will be Policy Studies, Exercise Nutrition and Health and Medicine • Each listing will show you an alphabetical list of databases relevant to the subject. • Each database will be accompanied by a short description of its content and coverage. To access and search any of the databases, click on the link for the database. This connects you to the database and you can then do a subject search on a topic of interest to you.

8.12 Library Accessibility and Support Service The University Library recognises the difficulties part-time students, mature students, carers, distance learners, those on placement, and those with disabilities (including dyslexia and other specific learning difficulties) and short-term health care needs, encounter in being able to study and use library facilities. Therefore the ‘Accessibility and Support Service’ provides additional services for users, such as photocopying and the posting out of books, journal articles and book chapters. The service is based in the Arts and Social Sciences Library and further details of services they provide can be found at: http://www.bris.ac.uk/library/accessibility-support/

8.13 Using other UK Higher Education Libraries, SCONUL Access Scheme The University Library is a member of the SCONUL Access Scheme. SCONUL Access is a co-operative venture between a large number of higher education libraries, making it easier for students to use libraries conveniently near to home or work, throughout the year. Taught postgraduates at the University of Bristol can apply to use other UK higher education libraries. Some libraries now allow taught postgraduates to borrow books, although many will only offer reading and reference rights. Further information about the scheme and how to join is available at: https://www.sconul.ac.uk/sconul-access

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9 INFORMATION TECHNOLOGY AND COMPUTING SERVICES IT Services provides IT information for students. http://www.bristol.ac.uk/it-services/info/students.html The Guide to IT services for new students provides a full list of computing and IT services available to you as a University of Bristol student. The University has provision for students in university residences to access the university network and the internet from their rooms. Please refer to the resnet site, www.resnet.bristol.ac.uk/ You will require a certain minimum level of IT skills to meet the requirements of your course. These are detailed in Appendix 3, and you should check that you can perform the tasks mentioned. There are a number of computer suites available around the University precinct, some of which are open on a 24-hour basis. Further information on locations and access can be found at https://www.bristol.ac.uk/students/study-spaces/. The majority of the Faculty is wireless enabled. Signs show where there are wireless hotspots in the Social Sciences and Faculty Building at 8 Woodland Road. Nothing should be saved on (nor deleted from) the hard drives on University PCs (this includes “Desktop”, “C” drive, “My Documents”). If you do save something in these locations, the University reserves the right to wipe it clean without letting you know. Bring your own, virus-free, memory sticks or writable CDs, (available from Students’ Union on Queens Rd – see Precinct Plan in Appendix 1) or use your allocated Microsoft OneDrive space (2TB of storage). More information on Microsoft OneDrive available at: https://support.office.com/en- gb/onedrive (sign-in using your username in the format [email protected]) All students are eligible for an email account and most have an account set up automatically before they start their programme. You can access your email using MyBristol or Outlook. Students are encouraged to use MyBristol, the University of Bristol portal, for accessing university services (including Blackboard VLE, email, course and exam information) by logging into the portal at: https://mybristol.bris.ac.uk/mybristol/ from any internet connected system, no matter where they are in the world. You are also encouraged to use the Student Remote Desktop. This service allows you to access the University from any computer with an Internet connection. You will have a full remote desktop, which works in exactly the same way as if you were sat at a PC on Campus. You will have access to your central filespace (OneDrive), most departmental file stores and all of the common University applications www.bristol.ac.uk/it-services/advice/homeusers/remote/studentdesktop

Student laptop and mobile clinic The laptop and mobile clinic is a free service to help students who are having problems with laptops, tablets or smartphones.

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10 OTHER INFORMATION 10.1 Study time for each unit It is important that you understand how much work we are expecting from you as a student. The University guidelines state that one credit point is broadly equivalent to 10 hours of total student input. This includes teaching, private study, revision and assessments. Therefore a 20 credit point unit will normally require 200 hours of student time. The University wishes to ensure that paid work does not adversely affect the academic progress of its students, while understanding the need to work in order to earn money. We therefore advise that, for full time students, up to, but not more than 15 hours a week paid work is reasonable, over the course of the academic year.

10.2 University’s lecture recording system Re/Play is the University's centrally supported lecture capture platform. It allows the creation, editing, publishing (via Blackboard) and management of Rich Media content. For more information about Re/Play visit: http://www.bristol.ac.uk/digital-education/support/tools/replay/ For help on how best to use recordings visit: http://www.bristol.ac.uk/digital-education/support/tools/replay/student-essentials/

10.3 Study support Beyond the School, there are a range of resources available to you to support your study. This webpage will give you access to a range of courses, workshops and online resources: http://www.bristol.ac.uk/students/study/. The resources and training sessions are designed to complement and support the teaching, advice and assignment criteria you receive as part of your programme, helping you achieve your highest potential. For further information, please visit Skills development and training website for current students: http://www.bristol.ac.uk/students/study/skills-development/ If English is not your first language, you may be encouraged to get additional language tuition if you have only achieved the entry level language score (e.g. IELTS score 6.5). If you feel your language skills need improving then contact the Centre for Academic Language and Development, Richmond Building, 105 Queen's Road, Bristol BS8 1LN. http://www.bristol.ac.uk/english-language/. Their programmes will help you to improve your command of English in connection with (1) your subject area, (2) the study skills necessary for study in a British University, and (3) the ‘social’ English you will need to settle down and concentrate on your studies. This is especially important given our preference for less formal teaching methods.

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10.4 International students The University provides the help and support to new international students when you arrive at Bristol and how to get involved with University life. http://www.bristol.ac.uk/students/new/new-international/ Also the International Students’ Handbook is a useful resource to new international students. http://www.bristol.ac.uk/media-library/sites/students/new- students/BU_P11198_International%20Handbook_2019_A5_12_Digital_FINAL.pdf Between 9th and 27th September 2019, the International Welcome Lounge will be open on the 4th floor of the Richmond Building. This space is for all incoming international students at all levels. A number of Welcome Events for International Students are delivered: http://www.bristol.ac.uk/media-library/sites/students/new-students/Welcome-Lounge- events-schedule-2019_WEB_links.pdf Our Student Visa Advisers support students on matters related to immigration status. Advisers can offer guidance to prospective and current students. Advisers help students ensure they meet UK Visas and Immigration (UKVI) requirements and rules. http://www.bristol.ac.uk/directory/visas/ The Students’ Health Service website also provides useful information for international students: https://www.bristol.ac.uk/students-health/international-students/

10.5 Additional Programme Costs All students on taught programmes will need to purchase some materials associated with their programme during their time at the University. This will include basic stationery, photocopying and printing cards, course text books (if any), computers and software, dissertation project costs, and possibly offsite visits. If you have any further questions about additional expenses for your programme, please contact the Programme Director.

10.6 Student Complaints Procedure If a student has a complaint about any aspect of University life, it should be raised with an appropriate person at the earliest opportunity. Complaints that are dealt with informally at an early stage have the best chance of being resolved effectively. Students may raise complaints jointly if they wish. In the first instance you should raise a grievance, problem or complaint with the individual concerned. If this does not feel appropriate, or does not resolve the matter, please talk to your Personal Tutor or to the Programme Director. You may also approach either the Director of Post Graduate Taught Programme (Professor Misa Izuhara) or the Head of School (Professor Esther Dermott). The student complaints procedure can be found at http://www.bristol.ac.uk/media-library/sites/secretary/documents/student-rules-and- regs/studentcomplaintsprocedure1920.pdf

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10.7 Student Appeals Procedure If you wish to appeal about a decision of a Faculty exam board, you need to consult the University exam regulations, which explain the grounds for an appeal and the procedure to follow. Please talk to your Programme Director if you think you want to appeal an exam board decision. Also, please contact Bristol SU Just Ask for advice on academic related matters. If the matter cannot be resolved by talking to people within the School, you may also contact the Graduate Dean of the Faculty. Beyond the Faculty, you can contact the University Student Complaints Officer. Please read the information about student appeals and complaints in the Faculty Handbook and on the University Secretary’s Office website (Rules and regulations for students) before taking any action: http://www.bristol.ac.uk/secretary/student-rules-regs/.

10.8 Disability Support The University of Bristol and the School for Policy Studies have a commitment to encourage disabled students to study at the University and to respond to their needs, both academic and social. We aim to ensure that participation in all aspects of University life is full and successful for all students. The School for Policy Studies’ Disability Statement is found in Appendix 4 of this handbook. Your Personal Tutor is your first point of contact if you are experiencing difficulties, but you can also contact the School Disability Advisor who is our Student Administration Manager, Joe McAllister. Outside the School, the University‘s Disability Services provides information, advice and support: http://www.bristol.ac.uk/disability-services

10.9 Fees and Funding Your University education is a significant investment and it is important that you consider how you will meet the expenses involved. The University's Student Funding Office will provide all the support you need to explore options for funding and take control of your finances. For further information, see http://www.bristol.ac.uk/study/postgraduate/fees-and-funding/

10.10 Safety and Health Services You can find information relating to health and safety, specific safety themes and the Occupational Health Services at: www.bristol.ac.uk/safety/

10.11 Student Services You can find regularly updated information relating to all aspects of your life at the university, including accommodation, finance, and equal opportunities on the University’s student help pages http://www.bristol.ac.uk/students/.

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10.12 Beyond your degree Careers Service The Careers Service, located at 5 Tyndall Avenue, Bristol BS8 1UD, can provide careers information and advice, and provide practical help in obtaining employment. The Careers Service provides career-orientated workshops, practice interviews and individual guidance as well as a variety of courses to help develop student employability. It also offers support and resources to help students applying and considering placements, including a range of placement opportunities. Many employers visit the University both to advise the Careers Service on the skills they are looking for in graduates and to meet and interview potential recruits. For further info, please visit www.bristol.ac.uk/careers

Doctoral Study The School offers opportunities for undertaking doctoral studies through the PhD programmes. The School for Policy Studies is an exciting environment for postgraduate research. It particularly welcomes students wishing to pursue topics with direct relevance to national and international policy concerns and can offer supervision across a number of disciplines and subject areas.

Examples of thesis topics of recent/current students include: ➢ Combating labour market disadvantage among black and other ethnic minority groups. ➢ Justice in public policy: Hong Kong housing policy as a case study. ➢ The organisation of work and production: effects of workplace changes on personal, family and community life. ➢ The impact of human rights organisations in shaping UN policy. ➢ An ethnographic study of life in a male prison and the impact of prison culture on mental health. ➢ The production and control of social harm. ➢ Men and masculinity within a reproductive discourse. ➢ The new business of aid: the policies and politics of British Development Agencies and NGOs in Southern Africa. ➢ Domestic Violence in China.

For further details about postgraduate study in the School for Policy Studies, please visit: http://www.bristol.ac.uk/sps/study/postgraduate/

South West Doctoral Training Partnership The South West Doctoral Training Partnership (SWDTP) builds on the success of the South West Doctoral Training Centre (SWDTC) which was established in 2011 by the Universities of Bath, Bristol and Exeter. We have extended our strategic partnership to include the University of Plymouth and the University of the West of England (UWE), bringing together social science academic leaders across our 17 disciplinary and interdisciplinary pathways.

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The SWDTP has been accredited by the Economic and Social Sciences Research Council (ESRC) and has been allocated 45 ESRC studentships annually. As one of only 14 partnerships in the UK, it is part of a national network that is training a new generation of social scientists.

For further information you may like to look at the following web sites: http://www.swdtp.ac.uk/ http://www.bristol.ac.uk/fssl/swdtp/

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APPENDIX 1: PRECINCT MAP AND TRAVEL INFORMATION Main reception, 8 Priory Road (building 46 on the map) The School for Policy Studies occupies buildings 45 thru 48 (see map).

Travel information There are detailed maps and travel information available on the University's web pages.

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APPENDIX 2: HARVARD SYSTEM OF REFERENCING There are conventions to be followed when citing the work of others. We use the Harvard convention and the examples that follow are based on it. For example, you may want to let the reader know that you are aware of the work of particular authors, eg. Lewis and Meredith’s work about carers. You could indicate as follows: ‘Recent research on caring (Lewis and Meredith,2011) suggests that ...... ’ You may also wish to include a short quotation from a book or article. In that case, you would write it, including the page number, as: ‘Recent calls to develop a “more caring, relationship-centred perspective” (Lewis and Meredith, 2011: 159) have attracted some interest ...... ’ Where you decide to use a longer quotation you should indent the quotation (without quotation marks) and put the reference at the end of the indent, eg: Recent research suggests that professionals must appreciate the period of institutionalisation as part of the caring sequence and recognise the residual power of the primary caring relationship (Lewis and Meredith, 2011: 159). Please note above how author, date of publication and page numbers are depicted. Please also note punctuation in the last example given. It is important that you always cite references when referring to the work of authors. It is never acceptable to say ‘research has shown ....’ and then fail to cite any books, articles or reports. You should list your references at the end of assignments in alphabetical order of authors. If an author has more than one publication they should be listed in date order (earliest first). If the same author has more than one publication in the same year they should be in alphabetic order by title. The rules to remember when referencing are shown below: For a book: Newburn, T. (1995) Crime and Criminal Justice Policy. London: Longman. For an edited book: Brook, E., and Davis, A. (1985) (Eds) Women, the Family and Social Work. London: Tavistock. For a book chapter: Ferris, J. (1985) Citizenship and the crisis of the welfare state, in P. Bean, J. Ferris, D. Whynes (Eds) In Defence of Welfare. London: Tavistock. For a journal: Adams, J.W., Snowling, M.J., Hennessy, S.M., Kind, P. (1999), ‘The Problems of behaviour, reading and arithmetic: assessments of comorbidity using the Strengths and Difficulties Questionnaire.’ British Journal of Educational Psychology, 69, 4, 571-585. Please note how the volume number and issue number when there is one (in this case volume 69, issue 1) and page numbers (571-585) for a journal are shown. In the above examples, you will see that either the book title or the journal is italicised. These can also be underlined or in bold if preferred, but you must choose a preferred

108 option and be consistent in its use. If there is an author with more than one publication in a year, list them as 1988a or 1988b, etc. For a website: An accepted standard for electronic sources has not yet been published by the body responsible for setting these standards. However, there is a consensus that references should include author, date of writing, date viewed and organisation name and that urls are underlined. An acceptable example follows: Department for Work and Pensions and Department for Education (April 2011) A New Approach to Child Poverty: Tackling the Causes of Disadvantage and Transforming Families’ Lives, Cm 8061. HM Government [Online]. Accessed 08.08.12. Available: www.education.gov.uk/publications/.../CM-8061.pdf Other references: Unpublished sources, parliamentary acts, newspapers, images etc.

There are different guidelines available for each of these sources and you should take some time to find the correct usage, a resource list is available at the end of this section. Unpublished sources should be stated as unpublished (eg unpublished Ph.D dissertation, University of Bristol). Date of publication and name of publisher is essential (eg Title (date) leaflet produced by XYZ pressure Group, Exeter, UK). You may have to refer to work you have come across only through reading about it in another book or paper. Secondary referencing is discouraged and should only be used when you are unable to obtain a copy of the original source to read. You should cite it as “(Bowlby, 1979, cited in Trevithick, 2012)” and in the reference list you should give the original work and the secondary source in full, again linked with the words “cited in”. Sometimes you will have read more material than you have finally mentioned in your essay. Although this may be an essential part of your understanding of the subject, these do not need to be included in your reference list.

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APPENDIX 3: ESSENTIAL IT SKILLS

You will require a certain minimum level of IT skills to meet the requirements of your course. You should able to…

Windows • Use a mouse and keyboard • Start a word processor from the Start button • Type a few lines of text • Use a scroll bar to move up and down a page • Choose a command from a menu and an icon (button) • Make a window bigger, smaller or close it • Open, save and close a file • Store files, find them again, create folders, and organise your files (very important!)

Email • Sign in to an email package • Send, read and respond to email • Delete unwanted email

Using the web • Use a web browser (eg, Internet Explorer) to view a website and follow links • Use a search engine (eg, Google or Yahoo) to find information on the World Wide Web • Type URLs (addresses of websites)

Word (basic) • Type text • Format text – eg, bold, italics, underline, and size • Apply landscape page orientation • Align text – left, centre, right • Use Print Preview • Print • Copy or move text • Automatically check your spelling

Word for assignments • Format paragraphs: indents, space between lines and paragraphs • Create tables • Add headers and footers • Add page numbers • Add footnotes and endnotes

In addition to these skills there may be others that will be required of you to prepare assignments for your programme. If this is the case, your programme will provide resources to support you with these.

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APPENDIX 4: INFORMATION FOR DISABLED1 STUDENTS The University of Bristol has a commitment to encourage disabled students to study at the University and to respond to their needs, both academic and social. It also aims to ensure that all students are able to participate in all aspects of University life fully and successfully. The Equality Act 2010 requires that people have equal opportunities to benefit from, and contribute to, the learning and services available in higher education institutions. 1Since some people may not self-define as disabled (for example if they have dyslexia or mental health difficulties), we want to make it clear that this section provides information intended to be relevant to people with a range of impairments whether or not they consider themselves disabled.

Accessibility and Practical Issues The School for Policy Studies complex consists of 5 buildings (6,7,8 Priory Road, 10 and 12 Woodland Road). All buildings except No 12 Woodland Road are partially accessible. The Reception area in 8 Priory Rd, the programme offices in 6 Priory Rd and some teaching rooms in the complex are fully accessible. The main School entrance in 8 Priory Rd has automatic doors and is generally staffed by the School’s Receptionist who will be able to assist you with access to other parts of the complex. Accessible toilets are available in all of the School’s buildings, however those in 10 Woodland Rd and 6 Priory Rd are accessible via basement entrances only. The toilets on the ground floors of 7 and 8 Priory Rd are more easily accessible. Some teaching is likely to be outside of the SPS complex in nearby modern blocks with level access/lifts, and accessible toilets. It is recommended that students with mobility or other impairments visit the School at an early stage. Please contact the Administrator for your programme to make the necessary arrangements. The University's buildings are extremely diverse and include both purpose-built properties and buildings converted from other uses. This means that wheelchair access into and within buildings is variable and access for students with mobility impairments can be restricted. The University will make every effort, where practicable, to improve access to its buildings, but cannot guarantee that all of them will be completely accessible. There are car parks in several locations in the precinct, as well as at Halls of Residence, and some of these have designated spaces for disabled drivers. It is generally possible to make arrangements for individual students, enabling them to have a reserved space reasonably close to their academic department. The Arts and Social Sciences Library has level access at ground floor level with access to a staff lift for disabled users within the Library. For further information see http://www.bristol.ac.uk/is/info/disabledusers/

Course Material & Assessment

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It is possible to provide alternative formats of course materials, e.g. large print, electronic format, coloured paper, Braille. Reasonable adjustments may be considered and agreed by the School. For example, extensions for assessed work can be negotiated and alternative arrangements for examinations can also be made.

Support Services

University The University’s Disability Services offers support for disabled students. It provides: ➢ Confidential information, advice and guidance ➢ A personal Disability Support Summary (DSS)detailing agreed support needs, including alternative exam arrangements ➢ Help arranging funded study support such as notetaking, specialist mentoring and 1:1 study skills tuition ➢ Advice and guidance on applying for Disabled Students Allowance (DSA) funding ➢ Liaison with academic schools and other services to advise on reasonable adjustments UK home students can normally apply for Disabled Students’ Allowance (DSAs) to fund specialist study support. DSAs come from the UK government and are used to fund both undergraduate and postgraduate students. DSA are grants, not loans, so there is never anything to pay back. Specialist support may include assistive software and equipment, academic mentoring to help manage being at university with an ongoing health condition or mental health difficulty, or study skills tuition. We advise all disabled UK home students to apply for DSA. Apply early to make sure that your funding is in place when you start at University. Please contact Disability Services for further information and advice Please note that disabled international/EU students are not entitled to the Disabled Student’s Allowance to cover any support costs. They are expected to make every effort to secure funding prior to entry from their own country. International and EU students are encouraged to contact the Disability Services as soon as possible before arrival (see contact details below) to discuss their options. Bristol Student Union also supports disabled students. Contact [email protected] (Tel: 0117 331 8600). The University library has specific services and support for disabled students and a nominated member of staff. See Library information for disabled users at http://www.bristol.ac.uk/is/info/disabledusers/

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School for Policy Studies

The Admissions Tutor/Programme Director for your course should be your first point of contact. S/he Will provide information on specific programme requirements e.g. study time (and placements where relevant), programme contact hours per week, number of hours spent in reading and writing, and implications for the individual. ➢ Will discuss any support or access requirements you may require when attending/studying at the School for Policy Studies. For example, do you have particular requirements for support that need to be planned in advance or do you need course materials in alternative formats? ➢ Can discuss with you what information (if any) you are willing to divulge to relevant staff. For some students, a pre-programme visit to the site may be advisable to allow a more detailed discussion about their programme, this site and any strategies that may need to be developed to assist them. Where funds allow, reasonable expenses for a pre- programme visit may be paid by the School. This must be agreed via the Programme Administrator for your programme in advance of the visit.

School Disability Coordinator It is a University requirement that each School appoints a disability coordinator whose role is to act as a channel for information about disability, and to provide a point of contact for staff and students in the School in relation to disability issues. Joe McAllister is the School Disability Coordinator. In addition to your contact with Programme staff or personal tutors about your disability, she is also available to offer advice and assistance. Tel: 0117 954 6741 Email: [email protected]

“Early contact is essential” Students are strongly advised to make early contact with: 1. The Programme Director/Admissions Tutor/Personal Tutor (whichever is relevant). 2. Disability Services to discuss your requirements and any application for the Disabled Students Allowance or other relevant funding. 3. Your Local Education Authority or funding body to discuss your needs and requirements. 4. You are also welcome to contact Joe McAllister, School for Policy Studies Disability Coordinator

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Useful Contacts

Within the University Disability Services Lower Ground Floor, Hampton House, St Michaels Hill, Bristol, BS6 6JS. Web: http://www.bristol.ac.uk/disability-services/ Tel: 0117 331 0444 Email: [email protected] University of Bristol Student Union Web: https://www.bristolsu.org.uk/ Tel: 0117 331 8600 Student Funding Office Ground Floor, Senate House, Tyndall Avenue, Bristol, BS8 1TH Web: http://www.bris.ac.uk/studentfunding/ Tel: 0117 331 7972 Email: [email protected]

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APPENDIX 5: ETHICAL REVIEW AT THE SCHOOL FOR POLICY STUDIES All research projects proposed by staff and students at the School for Policy Studies are reviewed to ensure that they conform to the standards for ethical social research. The School’s Research Ethics Committee (REC) has overall responsibility for ensuring that this occurs. The Chair of the Research Ethics Committee is currently Beth Tarleton. The committee comprises members of SPS staff with a particular interest and expertise in research ethics, the School’s research data protection officer and postgraduate research student representatives. When preparing to carry out a research project, including a dissertation, a researcher completes a standard form explaining how they are going to conduct their research and the steps they are going to take to ensure that research subjects are treated appropriately. They also describe the methods used to ensure that research data are stored, analysed and reported ethically. Students should discuss with their dissertation supervisor the most appropriate point in the research process to complete their ethics form, but it should always have been completed and reviewed before any fieldwork is undertaken. The form is available in Blackboard on the respective programme dissertation unit. The programme administrator can help you find this. Taught postgraduate students undertaking a dissertation complete a form and submit it to be reviewed by their dissertation supervisor in the first instance. If the dissertation supervisor is satisfied that the proposed research is in accord with School policy then they can approve the proposal and then it is sent to the dissertation unit convenor for review and final approval. If the dissertation supervisor and/or dissertation unit convenor would like a second opinion then the proposal can be referred to the School Research Ethics Committee for review. The Research Ethics Committee will then inform the student of its decision. The Research Ethics Committee may ask for any further clarification or further information about the proposed research that it deems necessary before the proposal is approved. If the School Research Ethics Committee feels that it is not able to arrive at a decision or wishes to have a further opinion on the proposed research method then it can refer the matter to the Faculty Ethics Committee for consideration. Certain types of research may also require review and approval by an external Research Ethics Committee. This is particularly the case for research in the field of health and social care that falls within the research governance framework. It is recommended that clarification regarding the requirement for external review of a project is sought as early as possible. SPS Research ethics resources A number of research ethics resources (including relevant forms and policies) are found on the School’s website: http://www.bristol.ac.uk/sps/research/ethics/ and on the programme dissertation unit sites on Blackboard.

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DISCLAIMER The information in this handbook relates to the current academic year. Although it is correct at the time of going to press, amendments may be made from time to time without notice both in relation to the course and the facilities or services available from or provided by the School for Policy Studies and/or the University. The University reserves the right to withdraw or change courses. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form, or by any means, e.g. electronically, mechanical photocopying, recording, fibre-optic or otherwise without the permission of the University of Bristol. Such permission will normally be freely given to educational institutions, careers advisors and individuals who are intending to make applications or admissions.

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