University of Aberdeen s2

University of Aberdeen School of Education

MSc (Educational and Social Research) Programme

Participant Handbook

MSc (Educational and Social Research) Programme 2 Participant Handbook Contents

MSc (Educational and Social Research) Programme 3 Participant Handbook Welcome Welcome to the MSc (Educational and Social Research) degree at the School of Education, University of Aberdeen. This Handbook is intended for prospective applicants and students who have been accepted for the MSc (Educational and Social Research). It provides detailed information about the programme and its organisation.

1. Aims and Rationale The MSc (Educational and Social Research) Programme is aimed at professionals from education or wider social background, working in educational establishments, social services, and other developmental settings. This programme involves undertaking research at master’s level. It provides a thorough grounding for individuals to undertake independent research projects. It also provides valuable preparation for anyone who would like to take up a PhD, a research career in the academic community, the public sector or development agency to understand and use research in their job roles.

Successful candidates can reasonably be expected to generate a research based approach to solving problems, a systematic way of collecting evidence and an independent, critical, and open mind for the analysis and interpretation of evidence.

The MSc (Educational and Social Research) aims to assist participants to become:

 skilled in the rigorous formulation of projects, research questions and their translation into practical research designs  knowledgeable about the epistemological and ontological questions that underpin social/educational research  knowledgeable about and skilled in collecting data by means of qualitative and quantitative methods  Knowledgeable about and skilled in the techniques of data analysis and their appropriate application to social/educational inquiry.

2. Programme Structure The structure of the MSc (Educational and Social Research) Programme (MSc 57X3SEB1) is designed to develop progressively an understanding of the design, implementation, analysis and interpretation of research, and the issues that currently inform research, policy and practice, in order that the student is equipped to undertake the dissertation.

The MSc Programme consists of six taught courses and a dissertation and is structured as follows:

2.1 Postgraduate Certificate in Social and Educational Research

ED503S Educational Research: Policy and Practice (15 credits)

MSc (Educational and Social Research) Programme 4 Participant Handbook ED53G1 Introduction to Educational Research Design (15 credits)

ED55G1 Research Methods and Data Analysis (30 credits)

2.2 Postgraduate Diploma in Social and Educational Research

ED503T Advanced Quantitative and Qualitative Data Analysis and Interpretation (30 credits)

ED55G2 Research Methodologies and Perspectives (15 credits)

ED54G1 Research Dissemination (15 credits)

2.3 Master of Research Degree

ED50GI Dissertation (60 credits) The dissertation on this programme can take two forms. For students who plan to complete their studies with the MSc (Educational and Social Research), the dissertation will report on a completed piece of independent and original research. Students demonstrating potential to work at doctoral level and, with prior agreement from the Director of Postgraduate Research degrees, plan to proceed to doctoral study may use their dissertation to develop their research topic, clarify their research question, review the appropriate literature, explain and defend their research approach, and analyse and describe their preliminary findings as preparation for doctoral study. The MSc (Educational and Social Research) is currently offered as a Full-time (12 months) programme. 3. Course Descriptions

ED503S : Educational Research: Policy and Practice (15 credits)

Teaching: 3 full days on campus

Course aims: This course gives an overview of the programme, introducing a number of the key issues developed in the programme (such as the nature of practitioner enquiry in educational research, the relationship amongst: research, policy and practice, critical reading of texts, research and policy, and different views of knowledge). The course aims to explore the links between educational research, policy and practice and to develop the skills associated with the critical reading and evaluation of policy documentation and research texts.

MSc (Educational and Social Research) Programme 5 Participant Handbook Learning Outcomes: The course will enable students to: • understand a practitioner research approach and its location within social and educational research traditions • develop a critical understanding of the role of social and educational research and its relationship to policy • develop critical awareness of different conceptualisations of policy including the notion of ‘evidence-based’ policy • identify, conceptualise and define key characteristics of the major philosophical approaches to research in the social sciences • read and evaluate policy documentation, research and other scholarly texts with critical appreciation and understanding

Assessment: One 3000 word written summative assignment.

ED53G1 : Introduction to Educational Research Design (15 credits)

Course aims: This course will introduce students to all aspects of the educational research design process, main research methods and terminologies. It will briefly introduce students to educational research resources including textual and digital resources. The course aims to engage students in the process of critical analysis of published research literature of relevance to various educational audiences, evaluating design approaches in particular.

Learning Outcomes: The course will enable students to: • Understand the terminology used in educational research design; • Evaluate the appropriateness of research design approaches to specified research problems; • Apply, and evaluate the usefulness of, digital aids to overall research design and analysis in particular; • Analyse critically methodological approaches used in published research literature of relevance to various educational audiences; • Scrutinise research design critically in educational research.

ED55G1 : Research Methods and Data Analysis (30 credits)

MSc (Educational and Social Research) Programme 6 Participant Handbook Teaching: 6 full days on campus

Course aims: This course addresses a number of the key strands in the programme (such as the nature of practitioner enquiry in educational research, the relationship amongst: research, policy and practice, critical reading of texts, research and policy, and different views of knowledge). Focusing on quantitative and qualitative research design and applications, the course aims to explore conceptions of reality and different views of knowledge and characteristics of quantitative and qualitative research. A variety of methodological orientations are studied: practitioner research; ethnography; narrative inquiry; and statistical approaches.

Learning Outcomes: The course will enable students to:  To develop an understanding of the skills of critical selection of appropriate qualitative and/or qualitative research methods for applications in educational research.  To develop knowledge and skills of the application of quantitative and qualitative research methods  To develop an understanding of resources and techniques available to support analysis of data relevant to an educational context;  To promote a developing understanding of the link between data analysis and interpretation;  To promote a developing understanding of statistical techniques relevant and applied to an educational context.

ED503T : Advanced Quantitative and Qualitative Data Analysis and Interpretation (30 credits)

Teaching: 3 full days and 6 half days on campus

Course aims: The aim of the course is to develop a specific understanding of issues in the design and implementation of research, and the analysis and interpretation of research, within a social/educational context. It builds on the knowledge, understanding and skills acquired in the generic courses. It aims to provide the knowledge, skills and understanding required for the Dissertation stage of the programme.

Learning Outcomes: The course will enable students to:

MSc (Educational and Social Research) Programme 7 Participant Handbook  demonstrate a critical understanding of the ways in which major qualitative and quantitative data gathering methods are used in social/educational research; including an understanding of the strengths and limitations of a range of data gathering methods used in social/educational research;  develop critical awareness of current issues in the selection, use, and about the validity and reliability of different methods of data collection;  demonstrate originality and creativity in selecting and confidently using methods of data collection for their personal research project;  demonstrate a critical understanding of the major qualitative and quantitative data analysis techniques used in social/educational research; including an understanding the strengths and limitations of a range of data analysis techniques;  develop a range of skills in the use of the major qualitative and quantitative data analysis techniques used in social/educational research;  apply critical analysis, evaluation and synthesis in the application of knowledge and understanding with respect to the interpretation of research findings;  critically review the relationship between claims and evidence in published research, and consider any implications for their own work;  apply knowledge and understanding creatively, and demonstrate initiative, in the design and implementation of a research project;  reflect and act appropriately on constructive support received in the development of well-conceived research designs.

ED55G2 : Research Methodologies and Perspectives (15 credits)

Course aims: The course aims to develop a deepening understanding of philosophical and methodological perspectives that underpin social/educational research; and the relationship between research question, design and method. It also aims to develop an awareness of the researcher’s responsibility with respect to the complex issues surrounding the ethics of social/educational research, especially in relation to working with children and young people.

Learning Outcomes: The course will enable students to: • Demonstrate consideration of the philosophical bases of different research traditions and the implications for the design, implementation and evaluation of research.

MSc (Educational and Social Research) Programme 8 Participant Handbook • Demonstrate awareness of the ethical considerations that underpin the design of social/educational research – especially with respect to children and young people. • Demonstrate awareness of different conceptual frameworks that underpin the research design process. • Explore research design within the context of the practitioner and the workplace especially with respect to children and young people.

ED54G1 : Research Dissemination (15 credits)

Course aims: This course gives an overview of the different purposes and characteristics of academic writing, academic reports and presentations, and their presentation. Critical review and analysis of examples of academic writing is undertaken to identify the structure and organisation of academic papers, reports and presentations. The course aims to broaden understanding of research dissemination principles and processes by applying a critical analytical approach; and to develop the academic conventions associated with research reporting and presentation, viz. interpretation, selection, summarising, sequencing and communication skills.

Learning Outcomes: The course will enable students to:  Demonstrate a critical understanding of the chosen research topic and subject matter.  Communicate ideas, concepts, and theories effectively, appropriate to audience.  Develop an original and creative approach to presenting the chosen topic.  Apply appropriate and accurate professional and academic standards when presenting work.

Assessment: A 2000 word written paper reporting on the student’s chosen research focus area submitted one week in advance of a 30 minute oral research seminar presentation not exceeding 1,000 words and its discussion.

ED50GI : Dissertation (60 credits)

Teaching: Eight-one hour supervisions with dissertation supervisor (flexible mode of delivery e.g. face-to-face or Skype or telephone). Dissertation supervisors are usually allocated at the end of course ED55G3.

MSc (Educational and Social Research) Programme 9 Participant Handbook Course aims: The dissertation forms the final part of the Master of Research degree. This course aims to support participants as they frame, specify, plan, carry out and report on a research-based investigation.

The dissertation can take two forms. For students who plan to complete their studies with the MSc, the MSc dissertation will report on a completed piece of independent and original research. Students, with prior agreement from the director of postgraduate research degrees, who plan to proceed to doctoral studies may use their MSc dissertation to develop their research topic, clarify their research question, review the appropriate literature, explain and defend their research approach, and pilot their research as preparation for their doctoral study.

Learning outcomes: By the end of this course participants will be able to:  Plan an investigation, informed by an understanding of the components of formal research or enquiry including: o an appropriate searching and interrogation of the literature o the formulation of appropriate research questions or targets o the selection of an appropriate research methodology o the planning and management of data collection procedures o procedures for data processing and reporting  Execute a significant project of research, investigation or development relevant to your professional setting  Communicate and report findings, conclusions and recommendations.

Assessment: A 12,000 word written assignment presented as a formal dissertation.

4. The Application Procedure Prospective MSc (Educational and Social Research) students should hold an honours degree or equivalent (1st Class or Upper Second or equivalent) in education or a related discipline. It is an essential requirement that entrants possess the necessary English language skills.

Applications for the MSc (Educational and Social Research) should be made to the University’s Postgraduate Admissions online at: https://www.abdn.ac.uk/pgap/ login .php.

Please note that if you are intending to proceed to PhD, we will only accept students who plan to undertake research in an area where we have the staff expertise to offer appropriate supervision.

MSc (Educational and Social Research) Programme 10 Participant Handbook Further Particulars about the School of Education can be found at: http://www.abdn.ac.uk/education/

The University’s regulations governing postgraduate education can be found at: http://www.abdn.ac.uk/registry/calendar/postgraduate.php

Any enquires about the MSc should be addressed in the first instance to the Programme Administrator: Tel: +44 (0)1224 274507 Email: [email protected]

5. Fees For information relating to fees please see: http://www.abdn.ac.uk/infohub/finance/tuition-fee-rates-201415-446.php

6. MSc (Educational and Social Research) Programme Team: Contact Details

MSc Programme Telephone E-mail Team Dr Peter Mtika(Programme 01224 274659 [email protected] Director) Mrs Liz Robertson [email protected] 01224 274507 (Programme Secretary) Dr Laura Colucci-Gray 01224 274519 [email protected]

Dr Dean Robson 01224 274621 [email protected] Dr Archie Graham [email protected] 01224 274556 Dr Donald Gray 01224 274693 [email protected]

Dr Rachel Shanks 01224 274871 [email protected] [email protected] Dr Elizabeth Curtis 01224274692 [email protected] Dr Salma Siddique 01224274841 [email protected] Dr Kirsten Darling-Mcquistan 01224274588

MSc (Educational and Social Research) Programme 11 Participant Handbook Please refer any questions of an Please refer any questions about academic administrative matters to the Programme nature to the Programme Director: Secretary: Mrs Liz Robertson Dr Peter Mtika Tel: +44 (0)1224 274507 Tel: +44 (0)1224 274659 Email: [email protected] Email: [email protected]

Members of the Programme Team are based at the:

The School of Education MacRobert Building The University of Aberdeen Kings College Aberdeen AB24 5UA

MSc (Educational and Social Research) Programme 12 Participant Handbook

7. Registration and E-mail You will be expected to complete an application form (see above) and e-registration, before it is possible to commence studies. E-registration is completed on-line. If you encounter any difficulties please contact either our programme administrator at [email protected] (01224 274507) or the [email protected] If you are on the part-time route you will need to register for each year of study.

Unless you are fully registered you will not be able to access the library or any on-line journals. Your work cannot be assessed unless you are registered on the university database.

Once registered, you will be provided with your university e-mail address. This will be used for ALL contact from the university, including communication from the programme secretary and tutors. This includes, therefore, the acknowledgment of assignments, the return of assignment feedback, and the recall of books from the library. Private e-mail addresses will not be used. These e-mails will be sent to your University e-mail account which you can access from: http://www.abdn.ac.uk/studentmail/

It is your responsibility to ensure that you check your e-mail on a regular basis (at least twice weekly) and to tidy the contents of your e-mail inbox. You should note that failure to check your e-mail or failure to receive e-mail due to being over quota or due to non-delivery of an e-mail forwarded to a non-University e-mail account would not be accepted as a ground for appeal.

If you register first for a Masters degree, and your circumstances change, you may be able to exit with either a Certificate or Diploma on completion of an appropriate number of credits.

Exit points: Students registered in the School of Education who successfully complete the first three courses of the MSc (Educational and Social Research), amounting to 60 credit points, may exit with the award of Postgraduate Certificate in Social and Educational Research.

Students registered in the School of Education who successfully complete the first six courses of the MSc (Educational and Social Research), amounting to 120 credit points, may exit with the award of Postgraduate Diploma in Social and Educational Research.

Students who complete all components of the MSc (Educational and Social Research) Programme, including the Dissertation, amounting to 180 credit points, may exit with the award of Master of Science (Social and Educational Research).

8. Expectations and commitment to study

MSc (Educational and Social Research) Programme 13 Participant Handbook You should be aware that taking steps towards becoming a Master of Science (Educational and Social Research) or undertaking a PG Certificate or Diploma will be professionally and academically challenging.

The University expects that students will normally attend all classes.

Each 30 credit course represents 300 hours of notional student effort, distributed among the following activities:  6 days face-to-face contact with tutors for teaching, group activities etc.  Individual study, reading and reflection  Preparing for the submission of an assignment for assessment purposes

Each 15 credit course represents 150 hours of notional student effort, with 3 days face-to-face contact.

To face the professional challenge of the MSc programmes you must:  Aim to be more than merely effective  Aim to change things  Aim to define your own practice  Aim to engage with research and public theories  Aim to collaborate with others  Aim to build bridges between theory and practice  Aim to be critically reflective  Aim to invest in your own professional growth.

To face the academic challenge of the MSc programme you must demonstrate your ability to:  Use ideas from reading to support arguments, decisions and judgements.  Reflect on and review your existing practice.  Structure responses and devise solutions to address all aspects of a task or problem.  Offer critical analysis that goes beyond description.  Use evidence to support statements and conclusions.  Make sharp and appropriate judgements based on evidence.  Be impartial and balanced while making arguments and judgements.  Communicate effectively with other professionals.  Structure and present information and ideas effectively. Further guidance in relation to the CODE OF PRACTICE FOR POSTGRADUATE TAUGHT STUDENTS is available: http://www.abdn.ac.uk/staffnet/teaching/aqh/appendix5x3.pdf

A survey of external examiners’ reports shows the qualities which are looked for in assignments which are being done at postgraduate level:

MSc (Educational and Social Research) Programme 14 Participant Handbook “…a comprehensive and judicious use was made of relevant and recent wider literature”; “ … the best assignments show that participants can gather evidence on their practice, relate this to relevant literature and use this evidence to reflect critically and develop their practice”; “…the assignment showed the development of a coherent and well-structured argument”; “…the best assignments made a critical selection from a mass of evidence as to what are the key points in exemplifying a certain process or development of an issue, alongside a commentary which provides a rationale for this choice”.

Meeting these challenges and demonstrating these qualities of thought and action is both professionally and academically satisfying. Your tutor will comment on how successfully you are meeting these challenges following each summative assignment you complete.

9. MyAberdeen (the University of Aberdeen’s Virtual Learning Environment)

MyAberdeen is the University of Aberdeen’s Virtual Learning Environment. This is where you will find learning materials and resources associated with the courses you are studying.

MyAberdeen also provides direct access to TurnitinUK, the originality checking service, through which you may be asked to submit completed assignments.

You can log in to MyAberdeen by going to https://abdn.blackboard.com/webapps/login/ and entering your University username and password (which you use to access the University network).

Further information on MyAberdeen including Quick Guides and video tutorials, along with information about TurnitinUK, can be found at: www.abdn.ac.uk/students/myaberdeen.php

Information about academic writing and how to avoid plagiarism can be found at http://www.abdn.ac.uk/library/learning-and-teaching/for-students/

10. Assignment Guidelines and Word Length MSc students will complete an assignment for each course. Courses are assessed individually by submission of a final summative assignment. Summative assignments will normally be 3000 words, with 10% flexibility, in length per 15 credit course and 6000 words, with 10% flexibility, per 30 credit course. Tutors CANNOT provide feedback on draft submissions.

Assessment guidelines for all assignments will be made available to students and will include:  A description of the assignment and its relationship to the work of the course.  A statement of the criteria to be applied.  A statement of the form(s) and content agreed or required for the assessment.  A statement of scale of demand in terms of word length or equivalent.  Word length includes direct quotations but excludes all appendix material.

MSc (Educational and Social Research) Programme 15 Participant Handbook Submissions in which the text exceeds the stated word limit by 10% or more will FAIL.

Opportunities will be provided for group discussion of the assignment brief. Tutors will confirm submission dates.

11. Submission and Return Dates

Assignment submission dates will normally be 6 weeks after completion of the taught element of each course. The submission date is the day on which the assignment will arrive at the School of Education. The following table is for illustrative purposes only and students should check the assignment brief for clarification of submission dates for each course.

Course Submission Suggested Return Date of Marked Title Date Assignment ED503S 10/11/16 5/01/17 ED53G1 11/11/16 6/01/17 ED55G1 20/01/17 15/02/17 ED55G3 31/03/17 21/04/17 ED55G2 12/05/17 02/06/17 ED54G1 02/06/17 16/06/17 ED50GI 15/09/17 13/10/17

For each summative assessment students will receive a feedback sheet with written comments. Feedback on all assessment should be timely and normally provided within a maximum of three working weeks (excluding vacation periods) following the deadline for submission of the assessment.

Enhancing Feedback: The University recognises both the importance of providing timely and appropriate feedback on assessments to students, and of enabling students to voice views on their learning experience through channels such as Student Course Evaluation Forms and Class Representatives. FAQs, guidance and resources about feedback can be found on the University’s ‘Enhancing Feedback’ website at: http://www.abdn.ac.uk/feedback/

12. Extensions Extensions are granted under exceptional circumstances. These include:  Ill health (supported by a medical certificate)  Unanticipated work circumstances (supported by a line manager’s letter)  Acute personal or family difficulties (supported in writing)

MSc (Educational and Social Research) Programme 16 Participant Handbook In such exceptional circumstances you may apply to your tutor for an extension to your submission date. After full consideration of the circumstances, as they are known to the tutor, a tutor may grant an extension to the agreed submission date of up to two weeks.

Where a longer or further extension is required (beyond two weeks) you must apply to the Programme Director in writing via the Programme Secretary. Extensions must be sought at least one week in advance of the submission date.

13. Resubmissions If a summative assignment is failed you are entitled to one resubmission. If a resubmitted summative assignment is marked and cross marked by the course tutor and one other tutor and failed by both or not submitted on the due date then the participant will be deemed to have failed the course. All failed resubmissions and all borderline passes will be submitted to the External Examiner for scrutiny.

After full consideration of the participant’s circumstances, as they are known to the tutor, the tutor will determine the date of the resubmission for the summative assignment.

Please note a fee is required for resubmission (see http://www.abdn.ac.uk/infohub/study/reassessment.php for current fees).

There will be no extensions granted to a resubmission date by course tutors. In exceptional circumstances the Programme Director may grant an extension to a resubmission date.

13. External Examiner The External Examiner for the MSc Programme 2013/ 2014 is Dr Nicki Hedge, Senior Lecturer, University of Glasgow. Please note that it is unacceptable for students to contact an external examiner directly and that external examiners receiving any direct contact from students will refer this back to the School.

14. Student Progress Results of all course assessments and school experience placements will be entered into the student portal. It is the responsibility of the student to access their own student record on an ongoing basis.

Further guidance is also available in the Guidance Note for Students who either Fail, or who Fail to Attend or Complete, an Element of Prescribed Degree Assessment which can be accessed at: http://www.abdn.ac.uk/registry/quality/appendix7x6.pdf

14. Student Absence

MSc (Educational and Social Research) Programme 17 Participant Handbook The University places a high value on the health and wellbeing of its students. The University is keen to ensure that appropriate arrangements are in place to maximise the welfare of students but also to limit the consequences for students when genuine absences do occur.

Students must report their absence if: (i) They are absent for any period of more than seven consecutive days; (ii) They are absent for a period of less than seven consecutive days but during this time they: a. fail to attend an examination; b. do not submit a piece of in-course assessment by the required deadline; c. are unable to attend a compulsory teaching session (e.g. tutorial, laboratory or seminar).

Further information on the University’s policy and procedures on student absence can be accessed at: http://www.abdn.ac.uk/staffnet/teaching/aqh/appendix7x5.pdf

15. Presentation of Work Submitted for Assessment For each written assignment please include a Title or Cover Page containing:  The programme name  The course title and code  The name of the assignment  Your name  Your tutor’s name  Signed declaration that the work is your own

Also note the following:  A4 standard size paper should be used.  One side of the paper only should be used, and page numbers put at the centre of the bottom of the page. Please use font size 12.  The assignment should be double line spaced except for quotations and tables, which should be single-spaced.  Leave a broad margin of between 1 and 2 inches on both the left and right hand sides of the page.  A contents page must be provided  References to the work of others within your assignment must conform to School of Education guidelines.  Please include a full Reference list at the end of the assignment. (This should be placed before the appendices). All authors referred to in the text should be included in the References. Please do not include background readings that have not been specifically cited in the text.  The appendices should be listed separately. All documents should be labelled e.g. appendix 1, appendix 2, etc.  The appendices should only include documents that have been directly referenced in the text and which support, and provide evidence for, your

MSc (Educational and Social Research) Programme 18 Participant Handbook assignment focus. Please do not include course notes, copies of book chapters, research papers or any other extraneous material.  The assignment should be word processed

16. Confidentiality Please do not identify work place, colleagues, school, pupils, staff or parents by real names in either assignments or appendix material. Failure to protect the identity of pupils, colleagues and parents may constitute a breach of the Data Protection Act. If you are using original material in the appendices, please ensure that every reference to any identifying name is erased or concealed.

Assignments will always be regarded as confidential documents between the participant and the School of Education.

17. Non-discriminatory Language Language not only expresses ideas, it also shapes them; consequently, care should be taken in writing assignments to ensure that, wherever possible, language which has the potential to compound disadvantage is avoided. The following examples are provided for guidance: Headmaster > Headteacher He/him/his > When referring to a person who could be male or female > Use plurals e.g. “the pupil can be encouraged to manage his own learning” becomes “pupils can be encouraged to manage their own learning” > Drop pronouns e.g. “the child with physical disabilities may be able to dress himself” becomes “the child with physical disabilities may be able to dress without help” > It is acceptable to use they as a singular pronoun e.g. “You do not have to understand someone in order to love them” Mankind > People

Do not use colloquialisms (don’t, can’t etc. in assignments).

18. Common Grading Scale (CGS) Assessment is the central element of the process by which the University is able to make awards to candidates who have completed courses and programmes. The Code of Practice on Assessment introduced from academic year 2014 aims to ensure that the processes of assessment are conducted in a fair, consistent and transparent manner across the University. In so doing the Code of Practice describes the University’s Common Grading Scale, the CGS, and outlines the processes for honours classification and progression and award at postgraduate taught level.

All work will be assessed using the University Common Grading Scale (CGS) (http://www.abdn.ac.uk/staffnet/teaching/common-grading-scale-2840.php) which is

MSc (Educational and Social Research) Programme 19 Participant Handbook used across the University. This enables candidates to compare their performance in different disciplines and courses and ensures consistency in assessment.

Tutor judgements will be conveyed to students along with appropriate written feedback using a common module feedback form. Comments will aim to offer informative summative feedback on the strengths and weaknesses of the work submitted and formative advice, where appropriate, on how module and assessment activities might be tackled in the future.

For computer administration purposes, tutor judgements associated with bands of performance are recorded using the Common Grading Scale Band Descriptors as set out below.

COMMON GRADING SCALE BAND DESCRIPTORS The Common Grading Scale in full comprises 23 discrete Grades grouped into seven Bands with an associated Grade Point for each grade. These Grade Points are used to: i. determine the overall course mark from a number of components, and ii. to determine overall honours degree classification or progression and award within a PGT award.

If a summative assignment is failed you are entitled to one resubmission (see section 13 above).

19. Procedures for the Submission and Return of Assignments Students are required to  submit two printed copies with appendices, and

MSc (Educational and Social Research) Programme 20 Participant Handbook  one electronic copy which should be submitted through TurnitinUK (see below for information).

Printed copies should be submitted by 4.30pm on the due date to: Mrs Liz Robertson, MSc Programme Secretary, School of Education MacRobert Building, University of Aberdeen Kings College Aberdeen AB24 5UA

Please do NOT send your assignment directly to your tutor. You should retain a copy of the assignment as only feedback sheets will be returned until the results have been confirmed by External Examiners and The Board of Examiners. The University will routinely retain assignments for one year only after the meeting of the Board of Examiners. The assignments will be destroyed, confidentially, after one year.  Receipt will be logged and all assignments will be distributed to the appropriate tutors immediately  The programme administrator will acknowledge receipt to your university e-mail address normally within one week of receipt. Receipt of assignments will not be acknowledged by post nor to your personal e-mail account.  A copy of the feedback sheet will normally be provided within a maximum of three working weeks (excluding vacation periods) following the deadline for submission of the assessment. Feedback sheets will be sent by the programme administrator to your university e-mail address only. Paper copies will not be distributed by post, nor will they be sent to your personal e-mail account.  Non-submission where no extension has been agreed will constitute a technical fail and require a resubmission where this is allowed.  Feedback sheets will indicate as standard that all results are subject to confirmation of the External Examiner and Board of Examiners.  The External Examiners will see a sample of all work and normally will see all failing work. Additionally, they will see all dissertations or work-based Project Reports.

Marked work will normally be retained for a period of 12 months after consideration by the Board of Examiners and submission of the results to Registry. Thereafter a sample of work will be retained for internal monitoring and QAA Subject Review purposes. The sample of work retained will be that sample provided to the external examiners for scrutiny.

MSc (Educational and Social Research) Programme 21 Participant Handbook 20. Plagiarism and the Code of Practice (Postgraduate Taught Students) Your attention is drawn to this code, which is available from the Registry or is available at: http://www.abdn.ac.uk/staffnet/teaching/aqh/appendix5x3.pdf and to the code of discipline for all students available at: http://www.abdn.ac.uk/staffnet/teaching/aqh/appendix5x15a.pdf

You are reminded of the importance of avoiding any danger of plagiarising the work of others in the general course of your studies and in relation to assessment in particular. Plagiarism is considered to be a very serious disciplinary offence and may result in severe sanctions being taken against students who plagiarise the work of others intentionally or unintentionally.

Plagiarism is defined as the use, without adequate acknowledgement, of the intellectual work of another person in work submitted for assessment. A student cannot be found to have committed plagiarism where it can be shown that the student has taken all reasonable care to avoid representing the work of another as his/her own.

Advice on avoiding plagiarism is provided below in the general advice on making reference to the work others available online.

Further advice on avoiding plagiarism in postgraduate assessments is available from the Library: http://www.abdn.ac.uk/library/learning-and-teaching/for- students/information-skills-toolkit/avoiding-plagiarism/

Your attention is drawn to the penalties which may follow if cheating including plagiarism is proved to have taken place. Please see: http://www.abdn.ac.uk/staffnet/teaching/aqh/appendix5x15a.pdf

Self-Plagiarism While it is entirely legitimate for you to pursue a particular interest throughout your period of study, you should not recycle assessed course work from one course to another or from a taught course to a dissertation. Such recycling is likely to attract a poor grade because:  Unless the questions are identical, work that answers one essay question well is likely to be poorly fitted or even irrelevant to another;  Work that fits well within the requirements of one assignment will fail to meet the standard or level of detail required for a different exercise.

MSc (Educational and Social Research) Programme 22 Participant Handbook The University regards plagiarism as a serious offence. In extreme cases it can result in the student being removed from the course.

21. TurnitinUK TurnitinUK will be accessed directly through MyAberdeen, the University’s new virtual learning environment. The most up to date student instructions for TurnitinUK can be found at www.abdn.ac.uk/sls/plagiarism/.

TurnitinUK

TurnitinUK is an online service which compares student assignments with online sources including web pages, databases of reference material, and content previously submitted by other users across the UK. The software makes no decision as to whether plagiarism has occurred; it is simply a tool which highlights sections of text that have been found in other sources thereby helping academic staff decide whether plagiarism has occurred.

As of Academic Year 2011/12, TurnitinUK will be accessed directly through MyAberdeen. Advice about avoiding plagiarism, the University’s Definition of Plagiarism, a Checklist for Students, Referencing and Citing guidance, and instructions for TurnitinUK, can be found in the following area of the Student Learning Service website www.abdn.ac.uk/sls/plagiarism/.

22. Support Available to Students The University is keen to help you successfully complete your studies. If at any time you feel you need assistance, there is a range of support services available to help you. These include support to assist with unexpected and/or exceptional financial difficulty, support for disabled students and academic learning support through the Student Learning Service. Further details about all these services are available at: http://www.abdn.ac.uk/studenthelpguide/

23. Library Support As a student on the MSc you will be registered for the range of library services. The use of e-learning and research resources is an increasingly important part of professional education. You will be introduced to e-resources from the Library and expected to make extensive use of them. Those undertaking the programme at centres distant from the School of Education are eligible for registration for a postal Library service. This gives you access by internet, intranet, post, telephone and fax to the range of services available to those able to attend the School of Education in person. Further information about this support is available from the Library http://www.abdn.ac.uk/library/get-started/

You are encouraged to make early contact with Library staff. It is helpful if you can indicate the programme or area/topic you wish to study/investigate when asking for books, giving alternative titles if possible. This enables the Library to try to provide you with other

MSc (Educational and Social Research) Programme 23 Participant Handbook appropriate material, if you wish, while they set up a recall or process an inter-library loan for you.

It would be appreciated if you could alert your tutor to any difficulties experienced, as this can often help in the selection of new and additional titles for library stock.

The University Library General Enquiries +44 (0)1224-273330 Claire Molloy +44 (0)1224-274813 Email [email protected] Fax +44 (0)1224-273956 Web http://www.abdn.ac.uk/library/

24. Student Portals When you first register for computer services, you will be issued with a login and password giving you access to Student Portals (and your University email account) from anywhere in the world via the University web-site. Student Portals enable you to:  access your student record details;  update your personal details;  see details of your assessment results;  see details of books you have on loan from the Library;  view your Finance account with the University;  read important messages relayed to you via the Message Board;  ability to make payments to your print budget;  follow links to learning resources associated with your curriculum. The Service Desk is your first point of contact for IT support at the University. Email Service Desk at [email protected] or tel: +44 (0)1224 273636.

25. Language Support The Language Centre is a commercial unit within the School of Language & Literature and is situated on the ground floor of the Regent Building. It is open to all students and staff and is responsible for providing academic guidance and support on matters relating to English as a Foreign Language and also on the teaching and learning of Modern Foreign Languages in general.

For students whose first language is not English, the Centre provides academic support in the form of one-to-one consultations and English Language workshops and short courses. These services are widely publicised around the university during term- time and students can sign up for as many courses as they feel they need. The Centre

MSc (Educational and Social Research) Programme 24 Participant Handbook also runs a range of pre-university English Language Foundation Programmes and a 1-month intensive pre-sessional programme in English for Academic Purposes.

In addition to the services described above, the Language Centre provides commercial language training, cross-cultural briefings and translation and interpreting services. It also has a well-stocked Language Learning Library, with access to satellite TV and other media related to language learning. Staff and registered students of the university may access these resources free of change and receive support and friendly advice on language learning from the Centre’s team of dedicated staff. Contact: The Language Centre. Tel: 01224 272537/2538 Web: http://www.abdn.ac.uk/languagecentre/

26. Procedures Relating to Students with Disabilities If you have a disability such as a hearing or visual impairment, dyslexia or any other condition which may affect your studies or your performance in continuously assessed work and in assessments, you should notify the Disability Adviser (tel: +44(0)1224 273935, email: [email protected]) at the earliest opportunity.

Documentary evidence of any disability/medical condition will be required before the University can make any special arrangements to support you in your studies. Any medical evidence you provide will be filed under confidential cover in Student Support Services. A form indicating the provisions you require will be circulated to the relevant Schools/Departments in which you will be studying but will also be treated confidentially. Students with dyslexia must submit an assessment that has been carried out within the last two years. Assessments can be arranged through Student Support Services. Additional information available at: http://www.abdn.ac.uk/disability/

It is University policy to take specific disabilities into account when assessing students' performance. The onus is, however, on students to notify the University of such difficulties at the earliest opportunity: please contact the Disability Adviser in the first instance.

27. Awards and Classifications Achievement of a Postgraduate Award is based on achievement of credit. The award of a Postgraduate Diploma or a Master’s Degree with Commendation or Distinction is determined by the calculation of an aggregate Grade Point Average (GPA). The grade obtained at the first attempt will be used and not the reassessment grade.

The GPA is determined by aggregating the Grade Points for each course taking account of the relative weightings both in terms of credit points and level of study. Where a course is a compulsory part of a programme but does not contribute to the determination of the overall

MSc (Educational and Social Research) Programme 25 Participant Handbook award this must be clearly stated. In the case of zero-credit rated courses, the relative weighting of these towards the determination of the overall award must be clearly stated. See http://www.abdn.ac.uk/staffnet/teaching/pgt-entering-programme-from-september-2014- 2926.php for further information.

MSc (Educational and Social Research) Programme 26 Participant Handbook 28. Boards of Examiners The Boards of Examiners normally meets once per year usually in October. At these meetings the proposed results lists will be confirmed for all completed modules and the award of Certificates and Diplomas will be confirmed for all who have successfully completed the appropriate requirements. The failing work of any participant will also be considered at this time.

29. Having Your Say We value student experience and perspectives as sources of insight into how we can improve our courses and programme. You have several informal and formal ways of sharing your thoughts and ideas with us.

Your tutor will welcome contact with you as a matter of routine as you tackle a course. As ideas, issues, or concerns arise please do bring them to the attention of your tutor.

You will also be invited to return a formal evaluation form at the end of each course via MyAberdeen. A University-wide Student Course Evaluation Form (SCEF) is used to seek students’ views on the quality of the teaching and learning experience afforded by a particular course. The SCEF is the cornerstone of the University’s mechanisms for seeking feedback from students. A SCEF form will be made available to you for each course. You are invited to return the SCEF form either along with your completed summative assignment, or on receipt of your assignment feedback. Please indicate on your summative assignment cover sheet your intention to return your SCEF at the same time as your assignment. You can return your SCEF, either in the package with your assignment or under separate cover to ensure anonymity.

The main features of the exercise are listed below:  the SCEF exercise is undertaken for all courses offered;  course co-ordinators discuss the outcome with the course team and the programme director;  summary reports are prepared for discussion at a Staff-Student Liaison Committee; 30. Appeals and Complaints The University’s appeals and complaints procedures provide students with a framework through which to formalise their concerns about aspects of their academic experience or to complain when they feel that standards of non-academic service have fallen short of that which they expected.

The process has been designed to make the appeals and complaints process as accessible and simple as possible and to provide a robust, fair mechanism through

MSc (Educational and Social Research) Programme 27 Participant Handbook which to ensure that all appeals and complaints are considered in the appropriate way at the appropriate level.

A major feature of the process is the emphasis it places on early or informal resolution. All students should note that there is an expectation that they will take responsibility for seeking resolution of their academic or non-academic concerns by raising and discussing them at the earliest possible stage with the relevant individuals in an academic School or administrative Service.

Further details of the processes for making an appeal or complaint, including where to find further help and support in the process, is given at: http://www.abdn.ac.uk/infohub/registration/appeals-and-complaints-procedures.php

31. Academic Quality Handbook

This is available at http://www.abdn.ac.uk/registry/quality/

32. Health and Safety

Individuals must recognise their own health and safety responsibilities. You can access the Health School Health and Safety Policy can be found at http://www.abdn.ac.uk/education/intranet/Health_Safety.shtml. All students should read this. School of Education Safety Adviser The School has a Safety Adviser. Please contact Mrs Liz Robertson in the first instance with any concerns you may have about safety in the School. This includes damaged electrical or other equipment. Fire Evacuation Procedures If the fire alarm goes off in the MacRobert Building please leave the building immediately by the nearest exist to your location. Exit points are listed below. It is not possible, in general, to determine the seriousness of an alarm, so be prepared for the worst and act quickly. Listen to and obey any instruction given. The assembly area for the School, following evacuation of the building, is the grass area beside the front entrance of the building, parallel with King Street. It is important that everyone stands in the grass area so that the entrance to the building is not obstructed when rescue services arrive. In addition to the main entrance the exit routes are as follows:  Two exits from the main lecture theatre to the east of the building adjacent to King Street.  An exit mid-way along the west side of the building.  Below the “bridge” on the west side of the building.  On the “bridge” on the west side of the building on the first floor.  Two exist from the north-east side of the building.

MSc (Educational and Social Research) Programme 28 Participant Handbook Check which exit point is nearest to your classroom so that you can find it quickly in an emergency. When you are in other parts of the university you should also be familiar with exit routes. The School has Disabled Persons Evacuation Assistants who will assist in the evacuation of individuals who need assistance. Persons who are unable to evacuate the building by the stairs should go to the refuge areas on each floor beside the lifts and sound the alarm which is located on the wall near to the stairs. An Evacuation Assistants will lead those individuals to safety in a lift. There is weekly routine testing of the fire alarm system in the MacRobert Building on Wednesdays at 11.50 am; there is no need to leave the building during testing. All other alarms are to be treated as real. School of Education First Aiders In the event of an incident requiring first aid, contact the nearest first aider or Reception. The first aiders in the School of Education are listed below: Mhairi Freeman Room MR731 ext. 4672 and Jackie Stewart Room MR725, ext. 4600

Defibrillators The University has purchased automated external defibrillators (AED) for use by first aiders who have attended the defibrillator training. Sudden cardiac arrest is a leading cause of death in Europe, affecting about 700,000 individuals a year. Many victims of sudden cardiac arrest can survive if bystanders act immediately while ventricular fibrillation (VF) is still present. If you suspect someone has had a heart attack please contact one of the first-aiders listed above, or contact Reception in MacRobert on ext. 4776.

33. Data Protection and Freedom of Information Acts The University requires a certain amount of personal information for the administration of your studies and to ensure the proper completion of your chosen courses or degree programme. All personal information provided by you will be treated strictly in terms of the Data Protection Act 1998: your confidentiality will be respected and all appropriate measures will be taken to prevent unauthorised disclosure. The data you provide will be used for stated purposes only and you would be advised about any further uses.

The University does all it can to ensure that all data remains up-to-date and accurate, but there are some areas in which we must emphasise our reliance on students to inform us of changes which occur between updates and it is important that you keep us informed of any such changes, to avoid situations where (for example) we might send vital mail to the wrong address.

Students have access to the personal information held about them on the Student Record system via their Student Portal. Students must use their Portal to check

MSc (Educational and Social Research) Programme 29 Participant Handbook the information held on them and change anything that is incorrect or is missing.

Students who require to process personal data as part of their studies must also ensure that they abide by the Data Protection Act. Further information on the Act can be accessed at: http://www.abdn.ac.uk/hr/policy/other-information/dataproc/

Students who require to process personal data as part of their studies must also ensure that they abide by the Data Protection Act. Further information on the Act can be accessed at http://www.abdn.ac.uk/site-information/data-protection.php

Information regarding Freedom of Information and the University’s Publication scheme can be found at: http://www.abdn.ac.uk/staffnet/governance/publication-scheme- 1919.php

34. Equality and Diversity Policy The University is fully committed to equality for all its staff and students. Equality and Diversity issues relating to both staff and students are the responsibility of the University Court.

The University’s vision is to strive to create an inclusive culture which celebrates the diversity of the University’s staff and students. In recognising that this diversity brings new and engaging perspectives and enriches the experience of all who work, study and visit the University we will take a proactive approach to embedding and mainstreaming the principles of Equality and Diversity by:  Driving the agenda at the highest strategic level and throughout the University  Communicating the Equality and Diversity Vision and the University’s expectations widely to all staff and students  Challenging prejudice and discrimination  Sharing experiences and good practice  Educating staff and students on Equality and Diversity and their responsibilities  Engaging staff and students on Equality and Diversity matters The Policy Zone houses documents related to Equality and Diversity. For further information please see: http://www.abdn.ac.uk/staffnet/governance/equality- and-diversity-277.php

35. Immigration and UKBA The Government has set strict rules on any migrant coming into the UK to work or study. The University is responsible for any migrant coming to the University who holds a Tier 2 (staff) or Tier 4 (student) visa.

MSc (Educational and Social Research) Programme 30 Participant Handbook As a sponsor of staff or students the University must comply with set criteria, by law. If we don't comply we could ultimately lose our licence and no longer be able to recruit or retain any international staff or students. The University must also have procedures in place to ensure that any non-Tier 2 or Tier 4 international person has a valid visa to work or study in the UK. For further information please see: http://www.abdn.ac.uk/staffnet/teaching/students.php For information relating to International Student Advisers please see: http://www.abdn.ac.uk/infohub/support/international-students.php

36. Research Good Practice Good research practice will be promoted and promulgated throughout the University by Senior Managers including Vice-Principals, Heads of Colleges, Directors of Research and Heads of Schools/Disciplines. The Policy and Guidelines, and their compliance in Colleges, will be reviewed annually by the University Committee for Research Ethics and Governance. The aim is to promote and promulgate good research practice, integrity and rigour in research, and to create a culture in which the following general points will be understood and observed:

 Integrity in research

 Openness in research

 Role of professional bodies

 Leadership and supervision in research

 Ownership of research

 Ethical practice in research

 Risk of research misuse

 Publication practice For information on good practice for research please see: http://www.abdn.ac.uk/develop/researchers/good-practice-153.php

Research Conduct Most postgraduate taught programmes have a substantial research component towards the end of the programme that takes the form of a research dissertation or project.

The University of Aberdeen expects the highest standards of integrity to be adhered to by its researchers. Good research practice will be promoted and promulgated throughout the University with the aim of creating a culture in which the following general points will be understood and observed: • Integrity in research; • Openness in research;

MSc (Educational and Social Research) Programme 31 Participant Handbook • Role of professional bodies; • Leadership and supervision in research; • Ownership of research; • Ethical practice in research; • Risk of research misuse; • Publication practice.

'Research misconduct' is defined by the University as: The fabrication, falsification, plagiarism or deception in proposing, carrying out or reporting results of research, or deliberate, dangerous or negligent deviations from accepted practices in carrying out research. It includes failure to follow established protocols if this failure results in unreasonable risk or harm to humans, other vertebrates, or the environment, and facilitating of misconduct in research by collusion in, or concealment of, such actions by others. It also includes financial impropriety in accounting for research funds, intentional unauthorised use, disclosure or removal of, or damage to, research-related property of the University or of another, including apparatus, materials, writings, data, hardware or software or any other substances or devices used in or produced by the conduct of research.

It does not include honest error or honest differences in the design, execution, interpretation or judgement in evaluating research methods or results, or misconduct unrelated to the research process. Similarly it does not include poor research unless this encompasses the intention to deceive.

37. Sources of Additional Information Information and advice for students (Infohub) http://www.abdn.ac.uk/infohub/ Non-academic advice, support and counselling (Student Support Services: http://www.abdn.ac.uk/student-support/index.php Students’ Association: http://www.ausa.org.uk/ Careers service: http://www.abdn.ac.uk/careers/

MSc (Educational and Social Research) Programme 32 Participant Handbook