M.RES IN SOCIO-LEGAL RESEARCH

Transcription

1 M.RES IN SOCIO-LEGAL RESEARCH 1 Awarding Institution: University of Exeter 2 School(s)/Teaching Institution: Law 3 Programme accredited/validated N/A by: 4 Final Award(s): M.Res 5 Programme Title: M. Res in Socio-Legal Research 6 UCAS Code (if relevant): N/A 7 FHEQ Level of Final Award(s): M 8 QAA Subject Benchmarking Group: ISSH and CH programmes might cover several SBMGs Law 9 Date of Production/Revision: July Programme Structures and Requirements, Levels, Modules, Credits and Awards This is a one year Masters level post-graduate research training programme which is open to law and social science graduates with an interest in socio-legal research. It provides students with the relatively rare opportunity to become rigorously trained socio-legal researchers by developing in tandem legal and social science research skills within the framework of an integrated research training programme. In addition students choose a sociolegal specialisation in either Law and Social Theory or The Family, Law and Social Change. In common with other M.Res programmes across the university, there are four principle elements to the programme: First, is the generic research training which is provided through four 15 credit generic social science modules taught at university level. Second, are two subject specific research training modules one of 15 and one of 30 credits in socio-legal research taught within the Law School. Third is the subject specialisation in one of two socio-legal areas reflecting expertise within the Law School and represented by two 15 credit specialist modules. The fourth and final element comprises the 60 credit Research Dissertation. The four generic modules are specifically designed to meet the generic post-graduate training requirements for courses recognised by the ESRC: PSYM104 Social Science Research Skills (15 credits), HPSM002A Philosophy of the Social Sciences (15 credits), GEOM101 Data Sources and Data Collection in the Social Sciences (15 credits) and GEOM 102 Social Science Data Analysis (15 credits). These modules are then built upon in the legal and socio-legal research context in the subject specific research training modules of: LAWM686 Approaches to Research in Law (ESRC remit students) (15 credits) and LAWM687 Socio Legal Research Skills (30 credits). This is then contextualised in one of two specialist modules and students choose either: LAWM688 Law and Social Theory: Governance, Pluralism and the European Experience (15 credits) or LAWM689 The Family, Law and Social Change (15 credits). On successful completion of the taught modules in accordance with the university rules, students may progress to the final element of the programme. LAWM640 Dissertation (60 credits). Students complete their research training by applying their research skills to a supervised 15,000 word dissertation on a socio-legal research topic. The taught modules take place over Semesters 1 and 2 and are taught through seminars and workshops as specified on each module outline. If the dissertation is passed, then the M.Res in Socio-Legal Research will be awarded. Further details are posted on the Law School website at

2 11 Educational Aims of the Programme The M.Res in Socio-Legal Research is a research training Masters programme which aims to provide rigorous training in socio-legal research skills such as is appropriate to enable students to carry out doctoral level research using legal and socio-legal methodology or alternatively to embark on a career as a specialist socio-legal researcher. The taught elements of the programme aim first through the four generic modules (see above) to provide students with a solid basis in social science theory and methodology. Students here are introduced to different approaches and styles of research and develop the capacity to apply these conceptual approaches to different research contexts. They are also introduced to collecting, handling and analysing quantitative and qualitative research data. Further information can be found on the website of the graduate school at In the first subject specific module Approaches to Research in Law offered by the Law School, the aim is to expose students to critical approaches to law and legal and socio-legal research through discussion of theories and debates within law and socio-legal studies and set against the wider background provided in the generic module Philosophy of the Social Sciences. This is with a view to students developing an appropriate conceptual approach to their own research. In the second module Socio Legal Research Skills, the nature of legal and sociolegal research data is explored and different methods of socio-legal data collection are considered. Data handling and analysis skills are further developed through practical sessions and assignments. The ethical implications of empirical research in law are considered generally and in the context of the student s own proposed research. Finally students contextualise their socio-legal research training in one of two areas in which specialist modules are offered. These reflect the socio-legal research expertise of staff within the law school and permit development of theoretical approaches in Law and Social Theory and of interdisciplinary policy approaches in The Family, Law and Social Change. Full details of these modules appear on the Law School website at The aim of the research dissertation is to ensure that students have understood and can apply the conceptual and practical skills acquired in the taught modules to their own research ideas in the socio-legal context. 12 Programme Outcomes (a) Subject knowledge and skills (b) Core academic skills (c) Personal and key skills (d) Confirmation of conformity with the relevant subject benchmark statement, or rationale for non-conformity Benchmarking does not apply to taught postgraduate courses. 13 Teaching, Learning and Methods

3 12 & 13 Programme Outcomes and Teaching, Learning & Methods On successfully completing the programme, a graduate should be able to demonstrate: 1. A subject knowledge and skills so as to 1. identify, formulate and evaluate sociolegal research questions and research problems 2. identify, locate and retrieve legal materials at both domestic and supranational level in paper, electronic and on-line form. 3. synthesise information from a number of primary and secondary legal, socioscience and other sources; appreciate their relative value; and separate the relevant from the peripheral; 4. explain and convey legal and sociolegal information at various levels appropriate to the audience in written and oral form 5. know when and how to apply critically, particular socio-legal research methods and techniques 6. evaluate the appropriateness (including the ethical dimension) of and apply a range of skills and techniques to exploring different sociolegal research issues. 7. integrate conceptual and practical socio-legal research methods The overall strategy of combining subject-specific and generic research training harnessed by the ultimate goal of a supervised Masters dissertation testing both sets of skills aims to ensure that the integrated skills set out in programme outcomes A 1 7 are achieved. All modules (see module outlines) are taught through a combination of seminars and practical workshops, some of which in Approaches to research in Law and Socio-Legal Research Skills are student-led enabling students to acquire and test their substantive knowledge and research skills and obtain feedback. Outcome A1 is particularly developed in the seminars, workshops, student-led presentations and assessment of the modules Social Science Research Skills and Approaches to Research in Law. Seminar preparation in Approaches to Research in Law and Socio-Legal Research Skills respectively addresses outcomes A2 and 3. Seminar preparation, contribution and assessment in all modules address outcome 4. Outcomes A5 and 6 are addressed in a number of modules but particularly in the presentations and assessments in Socio-Legal Research Skills and Approaches to Research in Law respectively. Outcome A8 is addressed during the dissertation supervision process building particularly on seminar preparation and assignments in Approaches to Research in Law and Socio-Legal Research Skills. There is a range of assessment across the six modules including essays, reports, oral presentations and these have been specifically designed to test outcomes A1 7. Of particular note is the assessment of a Reflective Log in Approaches to Research in Law and Socio-Legal Research Skills whereby students must reflecting and commenting following each staff-led seminar on the utility of the seminar to progression of the student s thinking and research. This constitutes 25% of the assessment in each module.

4 B Core academic skills. 1. know when and how to apply critically, particular research methods and techniques. 2. identify, formulate and evaluate research questions and research problems. 3. evaluate the appropriateness of and apply a range of skills, methodologies and techniques to exploring different research issues. 4. work independently in planning and undertaking assignments; meet deadlines. 5. work with other students as a team 6. explain and convey information at various levels appropriate to the audience in written and oral form. The overall strategy of combining subject-specific and generic research training harnessed by the ultimate goal of a supervised Masters dissertation testing both sets of skills aims to ensure that the integrated skills set out in programme outcomes B 1 6 are achieved. There is a range of assessment across the six modules including essays, reports, oral presentations and these have been specifically designed to test outcomes B1 6. Team working (outcome B5) is specifically addressed in group work in Socio-Legal Research Skills. C 1. Time management skills 2. Independent research management skills 3. Manipulation of electronic social science and legal databases 4. Competent use of a range of quantitative and qualitative data analysis software programmes 5. Writing and presentation skills. Outcome C1 is a personal skill fostered in all six modules by the requirements of seminar and workshop presentation and assessments and tested further in the dissertation element. Outcome C2 is specifically addressed in Social Science Research Skills and built on in preparation and assessments for other modules and the dissertation in particular. Outcome C4 is specifically addressed in the workshops and assessments for Data Sources and Data Collection in the Social Sciences, Social Science Data Analysis and Socio-Legal Research Methods. Outcome C5 is addressed in the assignments for all modules plus the dissertation element of the programme and is specifically addressed in Social Science Research Skills in the social science context and Approaches to Research in Law. There is a range of assessment across the six modules including essays, reports, oral presentations and these have been specifically designed to test outcomes C1 5 In particular Outcome 3. The dissertation further tests the integration of theses outcomes. D N/A

5 14 Support for Students and Students Learning All students on the programme are allocated a dissertation supervisor and a mentor/personal tutor responsible for pastoral matters. In addition, all postgraduate students may have recourse to the Director of Postgraduate Research. Other support includes: 1. University and Law School induction to M.Res programme and in particular arrangements for the generic and specific research training modules and dissertation. 2. Library and Law Library - including and induction 3. Postgraduate Student Handbook 4. Student Guide to Legal Writing 5. Access to computers and printers including 24 hour access in some areas. 6. Computing and Library Helpdesk facilities 7. Graduate School facilities 8. Access to legal electronic databases such as lexis and Westlaw 9. Student 10. Staff-Student Research Seminars by Law School staff and guest speakers from both the UK and overseas. 11. School of Law Website 12. Access to teaching staff times when staff are available posted on every office door. 13. Staff Student Liaison Committee, which includes a representative of the Postgraduate Taught students. 14. Student representation at staff meetings: Postgraduate Study Committee 15. Law School Disability Officer 16. Guild of Students Welfare and Counselling Service 17. Central Study Skills Advice Service 18. Careers Service and Law Fairs. The former provides expert advice to all students to enable them to plan their futures, through guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation. The latter offers opportunities for direct meetings with representatives from major international law firms 19. International Office 20. English Language Support for overseas students 21. Student Health Centres 22. Nursery 23. Chaplaincy The university facilities and policy at Exeter include, the University Library which maintains its principal collections in the main library buildings on the Streatham and St Luke s campuses, together with a number of specialist collections in certain Schools. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions. Information Technology (IT) Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week. Additionally, the Law School has its own dedicated library and open access computer room. Helpdesks are maintained on the Streatham and St Luke s campuses, while most study bedrooms in halls and flats are linked to the University s campus network. It is University policy that all schools should have in place a system of academic and personal tutors for their students. A University-wide statement on such provision is included in the University s TQA Manual. Additionally, the following units at Exeter between them provide a wide range of student support services: - Student Counselling Service - Student Health Centre - Study Skills Service - Family Centre (Streatham campus) - Student Advice Centre (Guild of Students) - Chaplaincy - International Office - English and Foreign Language Centres - Study Abroad Office - Disability Resource Centre The University Careers Advisory service provides expert advice to all students to enable them to plan their futures, through guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation. All Schools are required to possess Student/Staff Liaison Committees, which allow students to contribute directly to the enhancement of educational and other provision at discipline level.

6 15 Admission Criteria Candidates must satisfy the general admissions requirements of the University and of the School of Law for postgraduates. University entrance requirements for postgraduate degree programmes are found in the University of Exeter Graduate School Prospectus. Students applying for the M.Res programme should normally have an upper second class honours degree or better in Law or other Social Science discipline. The university s policies with regard to disability and equal opportunities apply but widening participation is not at the present time a policy specifically appropriate to this taught postgraduate programme. 16 Regulation of and Academic Standards Each academic programme in the University is subject to an agreed School assessment marking strategy, underpinned by institution-wide assessment procedures. The security of assessment and academic standards is further supported through the external examiners appointed for each programme. The generic modules of the M.Res will be externally examined by the external examiner appointed by the departments having administrative responsibility for those modules (Politics, Psychology and Geography). One or more of the external examiners for law will be allocated specific responsibility for the two subject specific modules LAWM686 Approaches to Research in Law and LAWM687 Socio-Legal Research Skills and the two specialist modules LAWM 688 Law and Social Theory and LAWM689 The Family, Law and Social Change. Their responsibilities are described in the University's code for external examiners and include access to draft papers, course work and examination scripts. Attendance at the Board of Examiners and the provision of an annual report are both required. Clear procedures are also in place for the monitoring of these annual reports at both School and University level. See the University's TQA Manual for details of these processes ( 17 Indicators of Quality and Standards The University and its constituent Schools draw on a range of data in their regular review of the quality of provision. The annual produced Performance Indicator Dataset details admission, progression, completion and first career destination data, including comparisons over a five-year timespan. In 2004, Law satisfactorily completed the university s own Subject Programme Quality Review.

7 18 Methods for Evaluating and Improving Quality and Standards The University has procedures in place for the regular review of its educational provision, including the annual review of both modules and programmes which draw on feedback from such sources as external examiners' reports, student evaluation, student achievement and progression data. In addition, subject areas are reviewed every three years through a subject and programme quality review scheme that includes external input. These procedures are recorded in codes of practice contained in the TQA Manual. Certain programmes are also subject to review and/or accreditation by professional and statutory bodies, while nearly all subject areas are reviewed from time to time by the national Quality Assurance Agency for HE; see the QAA web site for review reports on subjects at Exeter. Within the Law School, the following methods are in place: Module reviews prepared by staff annually in the light of external examiner s report and student feedback questionnaires Student questionnaires SPQR School Review by University Course Accreditation Probation for new staff University Staffing Committee SDU course for new staff Staff appraisal Staff development courses on postgraduate supervision Peer teaching observation External examiners reports Vice Chancellor Head of School HEFCE Teaching Quality, now QAA Subject Review Termly meetings of Teaching Development Committee, reporting to School Meeting Committees with responsibility for monitoring and evaluating quality and standards: School Teaching Development Committee, meets termly, reports to School Meeting Postgraduate Committee Faculty of Post-Graduate Studies Boards of Examiners Mechanisms for gaining student feedback on quality of teaching and their learning experience: Module questionnaire Postgraduate Committee Consultation times by lecturers 01/09/05 dfb/progspecs/progspec8