Research Methods 1: Needs Assessment and Project Planning Number of credits: 3 No. of lectures-tutorial-practical:
|
|
- Scot Payne
- 5 years ago
- Views:
Transcription
1 Course No. MPD 171 Course title: Research Methods 1: Needs Assessment and Project Planning Number of credits: 3 No. of lectures-tutorial-practical: Course coordinators Dr Smriti Das and Dr Mala N Reddy Course outline To equip the participants with an understanding of various methods in social research and tools for data collection to enable them to undertake independent research for needs assessment. Learning outcome: a) To be able to carry out analysis of the existing resources, actors, activities, strategies and needs in an area or pertaining to any specific issue b) To be able to adopt various methods/tools to identify and prioritize needs c) To be able to design a project (develop/write proposals) for an area based on needs analysis d) To be able to develop comprehensive and appropriate interventions using participatory methods/planning The first part of the outline covering Days 1-5, addresses the first two learning outcomes. The second part covering Days 6-10 pertain to the last two learning outcomes Evaluation procedure Considering that the course offers a mix of knowledge and skill sets and is offered in a workshop mode (with visiting faculty), we have two major evaluation components: Short assignments: During both the parts of the course two assignments each will be given to the students. They will be evaluated by the concerned faculty and also given feedback on improvement Major exam: This will be conducted in December and will assess the students for their research ability and project design skills. The weightages for different components will be: Short assignments: 80% Major exam: 20% Details of course contents and allotted time Day Topic 1 Foundations of social research Understanding its epistemological roots and methodological options (will include choice of Allotted time (hours) Lectures Tutorials Practica (Group l discussion)
2 Day Topic approaches and questions of sampling) Dealing with ethical concerns What is needs assessment? Whose needs and priorities (community, providers, donors)?: Undertaking a situational analysis and identifying frameworks for doing needs assessment. Allotted time (hours) Lectures Tutorials Practica (Group l discussion) 2 Methods in social science research Participatory methods and power relations Participatory tools: social mapping, wealth ranking, preference ranking, community action planning techniques. Challenges in implementation, inequality and cooptation 3 Ethnographic approaches Ethnographic approaches: interviews (including life histories), focus group discussions and observation Process and practice of the above methods, strengths and weaknesses and its relevance and application to needs assessment process 4 Survey methods Collection of background data and generalizations about population 5 Analysing data Making sense of multiple perspectives: approaches and techniques for analysis of qualitative data (will use data and transcript from their own exercise) Identifying needs and policy priorities 6 Project planning concepts 4 5 Project, project cycle, project design Context/ situation/ gap analysis Appreciative inquiry, need/ project identification, PRA 7 PRA Field Exercises 8
3 Day Topic Transect walk, time lines, chapatti diagram, resource mapping, institution & stakeholder mapping engaging in appreciative inquiry Allotted time (hours) Lectures Tutorials Practica (Group l discussion) 8 Project planning/ design Fieldwork debriefing, detailing the project, assessing the project, developing an implementation plan and results-based monitoring system Total The course is reviewed and commented by the following experts. 1. Dr Steve Russell, Senior Lecturer in Health Policy and Social Development, School of Development Studies, University of East Anglia 2. Dr Kajri Mishra, Consultant-Advisor, Research projects, Institute of Rural Management, Anand (IRMA) Suggested readings: General texts on social research: Bryman, A., 2008, Social research methods, 3 rd edition, Oxford: Oxford University Press. Desai, V. and Potter, R. B., 2006, eds., Doing Development Research, London: Sage. May T., 1997, Social research: Issues, methods and process, Milton Keynes: Open University Press. Robson C., 1993, Real world research: A resource for social scientists and practitionerresearchers. Oxford: Blackwell. Scheyvens R. and Storey, D., 2003, eds., Development fieldwork: A practical guide, London: Sage. Session 1: Foundations of social research Scheyvens R. and Storey, D., 2003, eds., Development fieldwork: A practical guide, London: Sage (chapters 8 and 9). White, H., 2002, Combining quantitative and qualitative approaches in poverty analysis, World Development, 30(3):
4 Session 2: Participatory methods Cooke, B. and Kothari, U., 2001, eds, Participation: The New Tyranny? London: Zed Books (chapters 1 and 9). Mikkelsen, B., 2005, Methods for development work and research: A new guide for practitioners, 2nd edition, New Delhi and London: Sage (chapters 2 and 3) Mosse, D., 1994, Authority, gender and knowledge: Theoretical reflections on the practice of participatory rural appraisal, Development and Change, 25(3): Session 3: Ethnographic approaches Hammersley, M., 1992, What s wrong with ethnography? London: Routledge. Scheyvens R. and Storey, D., 2003, eds., Development fieldwork: A practical guide, London: Sage (chapter 4). Thapar-Björkert, S. and Henry, M., 2004, Reassessing the research relationship: Location, position and power in fieldwork accounts, International Journal of Social Research Methodology 7(5): Session 4: Survey methods Czaja, R. and Blair, J., 2005, Designing surveys: A guide to decisions and procedures, 2nd edition, Thousand Oaks and London: Pine Forge. Grosh, M. and Glewwe, P., 2000, eds., Designing household survey questionnaires for developing countries: Lessons from 15 years of the living standards measurement study. Washington, D.C.: World Bank. Groves, R. M. et al, 2009, Survey methodology, 2nd edition, Hoboken: Wiley. Session 5: Analysing data Coffey, A. and Atkinson, P., 1996, Making sense of qualitative data: Complementary research strategies, Thousand Oaks, CA: Sage (particularly chapters 1 and 2). Robson C., 1993, Real world research: A resource for social scientists and practitionerresearchers. Oxford: Blackwell (chapter on analysing qualitative data). Silverman D. 2006, Interpreting qualitative data: Methods for analysing talk, text and interaction, 3rd edition, London: Sage (sections in part two).
5 In order to further elaborate on the activities and outcomes for each day we have the following course description. Course Description: Day 1 Part 1: The foundations of social research a) Understanding its epistemological roots and methodological options b) Dealing with ethical concerns c) What is needs assessment? Whose needs and priorities (community, providers, donors)?: Undertaking a situational analysis and identifying frameworks for doing needs assessment. This component will involve two one-hour lectures, practical exercises on ethical issues and needs assessment as well as group discussions. The lectures start with a broad understanding of approaches to knowledge generation and ethical issues involved in any social science research, before moving on to cover the broad landscape of different types of research design developed to answer research questions, particularly the choice of qualitative and qualitative approaches, and questions of sampling. It will raise issues of truth and validity and bring out the dilemmas of contending with power relations in the process of research. The study of events and situations is one of the main ways of analyzing processes of development and change in a given context. The quality of the situational analysis depends on a range of factors and as a research approach requires a range of methods. A discussion of needs will offer us the opportunity to question the relationship between inductive and deductive thinking in our construction of social analyses. Day 2-4 Part 2: Methods in social science research a) Participatory methods and power relations b) Ethnographic approaches: interviews (including life histories), focus group discussions and observation c) Survey methods This component will involve, each day, an hour's lecture followed by a practical exercise carried out in small groups. The practical exercise(s) will be discussed during a session with the whole group in the afternoons of days 2-4. Participatory approaches are important in development work. There are instrumental and empowerment rationales for the use of participatory methods. This session looks at a range of arguments for and against the use of participatory approaches and details a range of participatory tools (such as social mapping, wealth ranking, preference ranking, community action planning techniques). The challenges of implementation, inequality and co-optation are also examined. Ethnographic fieldwork practices such as participant observation, and semi-structured interviews (individual and group interviews), and life histories, developed in social anthropology as the key
6 methodological instruments used in the production of ethnographic data, are helpful in deepening understandings of the way people make decisions and act. We will reflect on the process and practice of doing ethnographic fieldwork, its strengths and weaknesses, its relevance and application to needs assessment processes, as well as the implications of the anthropologist as author with the power to represent others, based again on practical exercises of interviewing and observation. Surveys are useful for collecting a range of background data that could be used for making generalizations about a given population and for understanding the context. They are equally helpful for identifying differences within a community that can enable the process of stratification of the population and careful sampling for further in-depth work. Day 5 Part 3: Analysing qualitative data a) Making sense of multiple perspectives b) Identifying needs and policy priorities We look in this session at approaches and techniques for the analysis of qualitative data. The lecture will go through the principles, stages of data management, and some techniques, which will be practiced in the workshop. The textual data we can analyse using these techniques can come from interviews, field diaries, qualitative surveys, images, tapes, and other data sources, in this case we will use a transcript developed from their own interview exercises. The lecture will, briefly, discuss the use of computer software as well as manual methods, while the focus of the exercise will be on ways of using methods and analysis to identify needs. How do we intend to deliver? A combination of methods will be used including lectures, key readings, practical exercises and group discussions. Detailed timetable (for Days 1 to 5) Day Activity People 1: Foundations of social research 9:00-10:00 Lecture on epistemology, methodology and ethics 10:00-10:30 Group discussion 10:45-11:45 Ethics Practical 11:45-12:15 Group discussion Lunch 13:15-14:15 Lecture on Needs Assessment 14:15-15:45 Needs Assessment Practical Nitya Rao Smriti Das Plus Assistant?
7 16:00-17:00 Group discussion and review 2: Participatory methods 3: Ethnographic approaches 4: Survey methods 5: Analysing data 9:00-10:00 Lecture on participatory approaches 10:00-10:30 Group discussion 10:45-12:15 Participatory methods practical (Part 1) Lunch 13:15-14:45 Participatory methods practical (Part 2) 15:00-17:00 Group discussion and review 9:00-10:00 Lecture on ethnographic approaches 10:00-10:30 Group discussion 10:45-12:15 Ethnographic fieldwork practical (Part 1) Lunch 13:15-14:45 Ethnographic fieldwork practical (Part 2) 15:00-17:00 Group discussion and review 9:00-10:00 Lecture on survey methods 10:00-10:30 Group discussion 10:45-12:15 Survey methods practical (Part 1) Lunch 13:15-14:45 Survey methods practical (Part 2) 15:00-17:00 Group discussion and review 9:00-10:00 Lecture on qualitative data analysis 10:00-10:30 Group discussion 10:45-12:15 Data analysis practical (Part 1) Lunch 13:15-14:45 Data analysis practical (Part 2)
8 15:00-17:00 Group discussion and review Outline of practical (for Days 1 to 5) Ethics: Groups of participants will be given particular research topics/questions and have to identify the different ethical concerns relating to this research. They also need to identify strategies /approaches for dealing with these concerns. Needs assessment practical: Tbc Participatory methods practical: The participants will be divided into groups and each group will facilitate a participatory methods exercise (e.g. ranking, mapping, daily time use analysis) with the members of the other groups. After some brief preparation, the facilitators are given 40-50min to run their exercise. During the group discussion session in the afternoon, the participants will be able to reflect on the lessons they have learned from the exercises in terms of the strengths and weaknesses of the methods. Ethnographic fieldwork practical: This practical will focus on planning and conducting a semistructured interview. Participants will be divided into small groups and are given a topic and a suggested respondent. One group member will act as the respondent and will prepare separately based on a briefing note. The rest of the group will come up with a list of interview questions. One of them will then interview the respondent, with the other group members acting as observers and taking notes. The group members then have to reflect on the exercise and the issues they would have to consider in a real life interview. Survey methods: This practical would involve conducting a small survey with a class of postgraduate students about the quality of facilities on the campus, their previous experience and expectations. Data analysis practical: We will use some of the material collected in the previous practical sessions to identify key emergent themes and making sense of them.
9 Course Description: Project Planning- Days 5-10 Day 6: Part 4: Project planning concepts a) Project, project cycle and project design b) Context/ situation/ gap analysis c) Appreciative enquiry and need/ project identification through Participatory Appraisal This component will involve four lectures of one hour each. The lectures will be followed by illustrative exercises as a preparation for fieldwork for PRA. The concepts of project and project cycles will be introduced. Elements of the project cycle such as identification, preparation and analysis, appraisal, implementation and monitoring and evaluation will be discussed. The second and third lectures will build on participatory methods dealt with in Part 2 and demonstrate use of such methods for understanding the context, grasping the situation and gap analysis as a prelude to need/ project identification. A major effort in this would be also to examine the already existing interventions, their strengths and shortcomings, so as to enable participants to take a slightly more strategic view of project identification. The fourth lecture will introduce participants to the perspective of appreciative inquiry as an alternative or conjunctive method of project identification. The practical sessions will illustrate the methods and techniques useful for the purpose. They will also orient the participants for the PRA field exercises planned over the next two days. Days 7-8 Part 5: PRA Field Exercises a) Transect walk, time lines, chapatti diagram, resource mapping b) institutional & stakeholder mapping, engaging stakeholders in appreciative inquiry in a field location to explore what has worked and what has been beneficial This part will be conducted in a field setting. Adequate preparations will be made to demonstrate the conduct of various PRA tools and assist participants engage with them. The concept of appreciative inquiry will be conjunctively used for determining the strengths of the context and exploring project ideas that could build on them Days 9-10 Part 6: Project Planning/ Design a) Fieldwork debriefing b) Detailing the project a. Setting broad goals and specific objectives b. Clarifying the stakeholders needs and expectations
10 c. Mapping the project elements outputs, activities, and resources (inputs) using the Logical Framework (LFA) c) Assessing the project a. Technical analysis identifying the knowledge/ skills for conversion of inputs into outputs through activities b. Market analysis segmentation, targeting and positioning of the project/ outputs c. Financial/ resource analysis estimating the resource requirements, concept of historical and opportunity costs, projecting financial flows for estimating the net present values d. Organisational analysis d) Developing an implementation plan and results-based monitoring system This part will consist of about 9 one hour classroom sessions. The first session will be devoted to de-briefing about the fieldwork experience and observations. This will also gather together the results of the needs and stakes identified during the field exercises. The next three sessions will deal with the sub-elements of detailing the project. The first session will facilitate participants to setting goals and then identifying specific objectives that the project would seek to address within a particular time horizon. These will directly address the needs already identified. The next session will discuss the stakeholder mapping concepts and build on the observations on the topic gathered from the field exercise. The fourth session will introduce the Logical Framework and lead the participants through its components to detail the project design. The 5 th and 6 th classroom sessions will discuss the techniques of project assessment involving technical, market, financial and organisational assessments. The 7 th session will introduce the participants to techniques of time and task planning as a part of implementation. The last two sessions will introduce the concepts and practice of results-based monitoring system. Live examples of project proposals will be used to illustrate all aspects of these 9 sessions.
LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A
Contact Info: Email: lhubbard@sandiego.edu LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A Phone: 619-260-7818 (office) 760-943-0412 (home) Office Hours: Tuesday- Thursday
More informationParticipatory Learning and Action [PLA]
Participatory Learning and Action [PLA] A Brief Introduction Kamal Phuyal Participatory exercises must play a supporting role to encourage marginalized people to speak out against the unjust existing in
More informationMapping the Assets of Your Community:
Mapping the Assets of Your Community: A Key component for Building Local Capacity Objectives 1. To compare and contrast the needs assessment and community asset mapping approaches for addressing local
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationMSc Education and Training for Development
MSc Education and Training for Development Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Life Sciences Programme length: 6 month Postgraduate
More informationSaint Louis University Program Assessment Plan. Program Learning Outcomes Curriculum Mapping Assessment Methods Use of Assessment Data
Saint Louis University Program Assessment Plan Program (Major, Minor, Core): Sociology Department: Anthropology & Sociology College/School: College of Arts & Sciences Person(s) Responsible for Implementing
More informationGeorgetown University School of Continuing Studies Master of Professional Studies in Human Resources Management Course Syllabus Summer 2014
Georgetown University School of Continuing Studies Master of Professional Studies in Human Resources Management Course Syllabus Summer 2014 Course: Class Time: Location: Instructor: Office: Office Hours:
More informationUnit 7 Data analysis and design
2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL
More informationThe Use of Statistical, Computational and Modelling Tools in Higher Learning Institutions: A Case Study of the University of Dodoma
International Journal of Computer Applications (975 8887) The Use of Statistical, Computational and Modelling Tools in Higher Learning Institutions: A Case Study of the University of Dodoma Gilbert M.
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationBSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
More informationProgramme Specification
Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science
More informationPRINCE2 Foundation (2009 Edition)
Foundation (2009 Edition) Course Overview PRINCE2 is a world recognised process based project management method that is easily tailored and scaleable for the management of all types of projects within
More informationThe Political Engagement Activity Student Guide
The Political Engagement Activity Student Guide Internal Assessment (SL & HL) IB Global Politics UWC Costa Rica CONTENTS INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY 3 COMPONENT 1: ENGAGEMENT 4 COMPONENT
More informationIntroduction. 1. Evidence-informed teaching Prelude
1. Evidence-informed teaching 1.1. Prelude A conversation between three teachers during lunch break Rik: Barbara: Rik: Cristina: Barbara: Rik: Cristina: Barbara: Rik: Barbara: Cristina: Why is it that
More informationIMPROVING PEOPLE S PARTICIPATION IN COMMUNITY DEVELOPMENT
Pradeep Nair IMPROVING PEOPLE S PARTICIPATION IN COMMUNITY DEVELOPMENT Today, information and communication networks are widely used to promote participatory exchange of information, knowledge and experiences
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationNavitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction
More informationAN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC PP. VI, 282)
B. PALTRIDGE, DISCOURSE ANALYSIS: AN INTRODUCTION (2 ND ED.) (LONDON, BLOOMSBURY ACADEMIC. 2012. PP. VI, 282) Review by Glenda Shopen _ This book is a revised edition of the author s 2006 introductory
More informationThe Use of Metacognitive Strategies to Develop Research Skills among Postgraduate Students
Asian Social Science; Vol. 10, No. 19; 2014 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education The Use of Metacognitive Strategies to Develop Research Skills among Postgraduate
More informationProgramme Specification
Programme Specification Awarding Body/Institution Teaching Institution Queen Mary, University of London Queen Mary, University of London Name of Final Award and Programme Title MSc Accounting and Finance
More informationTutor s Guide TARGET AUDIENCES. "Qualitative survey methods applied to natural resource management"
Tutor s Guide "Qualitative survey methods applied to natural resource management" This document is the complement to the student's guide, "Welcome to the training". It provides you, as the teacher, trainer,
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationCHAPTER 4: RESEARCH DESIGN AND METHODOLOGY
CHAPTER 4: RESEARCH DESIGN AND METHODOLOGY 4.1. INTRODUCTION Chapter 4 outlines the research methodology for the research, which enabled the researcher to explore the impact of the IFNP in Kungwini. According
More information1. Programme title and designation International Management N/A
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation International Management 2. Final award Award Title Credit value ECTS Any special criteria equivalent MSc
More informationMaster s Programme in European Studies
Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and
More informationSociology and Anthropology
Sociology and Anthropology Associate Professors Jacqueline Clark (Chair), Emily J. Margaretten (Anthropology); Assistant Professor Marc A. Eaton (Sociology) Adjunct Professor Krista-Lee M. Malone (Anthropology)
More informationModule Title: Teaching a Specialist Subject
MOTIVATE Project MODULE DOCUMENT Module Title: Teaching a Specialist Subject Institutional Specific Module Data: 1 Name of institution: Budapest Polytechnic Name of Department: Centre for Teacher Training
More informationMSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION
MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION Overview of the Policy, Planning, and Administration Concentration Policy, Planning, and Administration Concentration Goals and Objectives Policy,
More informationRoom: Office Hours: T 9:00-12:00. Seminar: Comparative Qualitative and Mixed Methods
CPO 6096 Michael Bernhard Spring 2014 Office: 313 Anderson Room: Office Hours: T 9:00-12:00 Time: R 8:30-11:30 bernhard at UFL dot edu Seminar: Comparative Qualitative and Mixed Methods AUDIENCE: Prerequisites:
More informationPractical Learning Tools (Communication Tools for the Trainer)
Practical Learning Tools (Communication Tools for the Trainer) The following practical learning tools described in detailed below were sourced from the various community work already conducted by the University
More informationTCH_LRN 531 Frameworks for Research in Mathematics and Science Education (3 Credits)
Frameworks for Research in Mathematics and Science Education (3 Credits) Professor Office Hours Email Class Location Class Meeting Day * This is the preferred method of communication. Richard Lamb Wednesday
More informationTutor Coaching Study Research Team
Tutor Coaching Study Research Team Dr. Alicia Holland lives in Phoenix, Arizona and serves as the Primary Research Investigator for this study. This Tutor Coaching Research Study is based upon her copyrighted
More informationCertificate of Higher Education in Business Enterprise
Certificate of Higher Education in Business Enterprise 1. Awarding Institution The University of Leicester 2. Teaching Institution Institute of Lifelong Learning, Faculty of Education, University of Leicester
More informationPost-16 transport to education and training. Statutory guidance for local authorities
Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty
More informationEvidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators
Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and
More informationContact: For more information on Breakthrough visit or contact Carmel Crévola at Resources:
Carmel Crévola is an independent international literary consultant, author, and researcher who works extensively in Australia, Canada, the United Kingdom, and the United States. Carmel Crévola s presentation
More informationPlanning a research project
Planning a research project Gelling L (2015) Planning a research project. Nursing Standard. 29, 28, 44-48. Date of submission: February 4 2014; date of acceptance: October 23 2014. Abstract The planning
More informationNational and Regional performance and accountability: State of the Nation/Region Program Costa Rica.
National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. Miguel Gutierrez Saxe. 1 The State of the Nation Report: a method to learn and think about a country.
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme
More informationSoft Systems Approach in Facilitating Regional Forest Policy Processes
Soft Systems Approach in Facilitating Regional Forest Policy Processes IFORS2008, Sandton, South Africa TC-4: Applications of OR in Forestry I (Tue 15.7.2008) Teppo Hujala (Mr.) Researcher, M.Sc. (Agr.
More informationIndiana Collaborative for Project Based Learning. PBL Certification Process
Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationunderstandings, and as transfer tasks that allow students to apply their knowledge to new situations.
Building a Better PBL Problem: Lessons Learned from The PBL Project for Teachers By Tom J. McConnell - Research Associate, Division of Science & Mathematics Education, Michigan State University, et al
More informationGraduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
More informationPractical Research. Planning and Design. Paul D. Leedy. Jeanne Ellis Ormrod. Upper Saddle River, New Jersey Columbus, Ohio
SUB Gfittingen 213 789 981 2001 B 865 Practical Research Planning and Design Paul D. Leedy The American University, Emeritus Jeanne Ellis Ormrod University of New Hampshire Upper Saddle River, New Jersey
More informationHenley Business School at Univ of Reading
MSc in Corporate Real Estate For students entering in 2012/3 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme
More informationBaku Regional Seminar in a nutshell
Baku Regional Seminar in a nutshell STRUCTURED DIALOGUE: THE PROCESS 1 BAKU REGIONAL SEMINAR: PURPOSE & PARTICIPANTS 2 CONTENTS AND STRUCTURE OF DISCUSSIONS 2 HOW TO GET PREPARED FOR AN ACTIVE PARTICIPATION
More informationUtilizing Soft System Methodology to Increase Productivity of Shell Fabrication Sushant Sudheer Takekar 1 Dr. D.N. Raut 2
IJSRD - International Journal for Scientific Research & Development Vol. 2, Issue 04, 2014 ISSN (online): 2321-0613 Utilizing Soft System Methodology to Increase Productivity of Shell Fabrication Sushant
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationCELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom
CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and
More informationOCR Teaching in the Lifelong Learning Sector Qualification Units
OCR Teaching in the Lifelong Learning Sector Qualification Units Unit 25 Level 5 Developing and Managing Resources within the Lifelong Learning Sector Level 5 QCA Accreditation Number J/500/9902 Unit description
More informationDesigning a Case Study Protocol for Application in IS research. Hilangwa Maimbo and Graham Pervan. School of Information Systems, Curtin University
Designing a Case Study Protocol for Application in IS research Hilangwa Maimbo and Graham Pervan School of Information Systems, Curtin University Correspondence: Graham.Pervan@cbs.curtin.edu.au Abstract
More informationA Case Study Using Soft Systems Methodology in the Evolution of a Mathematics Module
TMME, vol5, nos.2&3, p.269 A Case Study Using Soft Systems Methodology in the Evolution of a Mathematics Module Jon Warwick 1 London South Bank University, UK Abstract This paper describes the application
More informationProblems of practice-based Doctorates in Art and Design: a viewpoint from Finland
Loughborough University Institutional Repository Problems of practice-based Doctorates in Art and Design: a viewpoint from Finland This item was submitted to Loughborough University s Institutional Repository
More informationThe Challenges Associated with Relying on CAPI Interviewers to Implement Novel Field Procedures
The Challenges Associated with Relying on CAPI Interviewers to Implement Novel Field Procedures Gina Walejko, U.S. Census Bureau James Wagner, University of Michigan American Association for Public Opinion
More informationA guidance for assessing and communicating uncertainties
A guidance for assessing and communicating uncertainties P.H.M. Janssen*, A.C. Petersen*, J.P. van der Sluijs**, J.S. Risbey*** and J.R. Ravetz**** *Netherlands Environmental Assessment Agency (RIVM/MNP),
More informationPersonal Tutoring at Staffordshire University
Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4
More informationWriting an Effective Research Proposal
Writing an Effective Research Proposal O R G A N I Z AT I O N A L S C I E N C E S U M M E R I N S T I T U T E M AY 1 8, 2 0 0 9 P R O F E S S O R B E T H A. R U B I N Q: What is a good proposal? A: A good
More informationEDUCATION. Department of International Environment and Development Studies, Noragric
EDUCATION Department of International Environment and Development Studies, Noragric Making friends for life 2 NORWEGIAN UNIVERSITY OF LIFE SCIENCES Bachelor Study Programmes International Environment and
More informationInitial teacher training in vocational subjects
Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it
More informationUniversity of Essex Access Agreement
University of Essex Access Agreement Updated in August 2009 to include new tuition fee and bursary provision for 2010 entry 1. Context The University of Essex is academically a strong institution, with
More information1. Professional learning communities Prelude. 4.2 Introduction
1. Professional learning communities 1.1. Prelude The teachers from the first prelude, come together for their first meeting Cristina: Willem: Cristina: Tomaž: Rik: Marleen: Barbara: Rik: Tomaž: Marleen:
More informationTowards a Collaboration Framework for Selection of ICT Tools
Towards a Collaboration Framework for Selection of ICT Tools Deepak Sahni, Jan Van den Bergh, and Karin Coninx Hasselt University - transnationale Universiteit Limburg Expertise Centre for Digital Media
More informationUsing GIFT to Support an Empirical Study on the Impact of the Self-Reference Effect on Learning
80 Using GIFT to Support an Empirical Study on the Impact of the Self-Reference Effect on Learning Anne M. Sinatra, Ph.D. Army Research Laboratory/Oak Ridge Associated Universities anne.m.sinatra.ctr@us.army.mil
More informationSEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate.
SEN SUPPORT ACTION PLAN -18 Page 1 of 13 Read Schools to include all settings where appropriate. The AIM of this action plan is that SEN children achieve their best possible outcomes. Target: to narrow
More informationHARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
More informationLearning, the Internet and Society
Learning, the Internet and Society Academic Year 2013-14 Hilary Term Day and Time: Thursdays 2pm-4pm Location: Seminar Room G/H, Department of Education, 15 Norham Gardens Course Convenor Dr Rebecca Eynon,
More informationInternational Social Science Research in Africa, Asia, and Latin America: A Multidisciplinary Seminar on Concept, Design, and Praxis
International Social Science Research in Africa, Asia, and Latin America: A Multidisciplinary Seminar on Concept, Design, and Praxis SOC 890 (Sec 2) and ANP 825 - Fall 2014 First Seminar Meeting: Proposal
More informationUNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE
UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE 2011-2012 CONTENTS Page INTRODUCTION 3 A. BRIEF PRESENTATION OF THE MASTER S PROGRAMME 3 A.1. OVERVIEW
More informationAssessment. the international training and education center on hiv. Continued on page 4
the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework
More informationCOURSE SYNOPSIS COURSE OBJECTIVES. UNIVERSITI SAINS MALAYSIA School of Management
COURSE SYNOPSIS This course is designed to introduce students to the research methods that can be used in most business research and other research related to the social phenomenon. The areas that will
More informationINTERNAL MEDICINE IN-TRAINING EXAMINATION (IM-ITE SM )
INTERNAL MEDICINE IN-TRAINING EXAMINATION (IM-ITE SM ) GENERAL INFORMATION The Internal Medicine In-Training Examination, produced by the American College of Physicians and co-sponsored by the Alliance
More informationPresentation Advice for your Professional Review
Presentation Advice for your Professional Review This document contains useful tips for both aspiring engineers and technicians on: managing your professional development from the start planning your Review
More informationGrade 6: Module 2A Unit 2: Overview
Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore
More informationParticipatory Research and Tools
Participatory Research and Tools Philip B. Stafford, Ph.D. Indiana Institute on Disability and Community- Center on Aging and Community Indiana University Bloomington kids map their neighborhood and identify
More informationProcedures for Academic Program Review. Office of Institutional Effectiveness, Academic Planning and Review
Procedures for Academic Program Review Office of Institutional Effectiveness, Academic Planning and Review Last Revision: August 2013 1 Table of Contents Background and BOG Requirements... 2 Rationale
More informationThe University of Puerto Rico College of Humanities English Department Rio Piedras Campus. Syllabus. Fall
The University of Puerto Rico College of Humanities English Department Rio Piedras Campus Syllabus INGL 4145 Family Communication (LICO) Fall 2010-11 Professor Mirerza González Class Meetings: M-F 10:00-11:20pm
More informationKnowledge Elicitation Tool Classification. Janet E. Burge. Artificial Intelligence Research Group. Worcester Polytechnic Institute
Page 1 of 28 Knowledge Elicitation Tool Classification Janet E. Burge Artificial Intelligence Research Group Worcester Polytechnic Institute Knowledge Elicitation Methods * KE Methods by Interaction Type
More informationProcedia Social and Behavioral Sciences 8 (2010)
Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 8 (2010) 312 316 International Conference on Mathematics Education Research 2010 (ICMER 2010) Teachers Choice and Use of
More informationMBA 5652, Research Methods Course Syllabus. Course Description. Course Material(s) Course Learning Outcomes. Credits.
MBA 5652, Research Methods Course Syllabus Course Description Guides students in advancing their knowledge of different research principles used to embrace organizational opportunities and combat weaknesses
More informationMaximizing Learning Through Course Alignment and Experience with Different Types of Knowledge
Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February
More informationProposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine
Please send comments to: The Instructional Development Unit Sir Frank Stockdale Building The University of the West Indies St. Augustine Email: caribteachingscholar@sta.uwi.edu The University of the West
More informationMeeting on the Recognition of Prior Learning (RPL) and Good Practices in Skills Development
Meeting on the Recognition of Prior Learning (RPL) and Good Practices in Skills Development Hotel Holiday Inn, Johannesburg Airport, 100 North Rand Road, Bardene, Boksburg, Johannesburg, South Africa.
More informationParticipatory Appraisal of Pro- Poor Income Potentials (Pro-Poor PACA)
Participatory Appraisal of Pro- Poor Income Potentials (Pro-Poor PACA) Manual Version 1.3 January 2012 Manual 1.3 Pro-poor PACA 2 About this Manual This manual has been written in February 2009 by Christian
More informationThree Crucial Questions about Target Audience Analysis
Three Crucial Questions about Target Audience Analysis Gaby van den Berg & Tom Wein Abstract Most soft power and influence solutions are based on Target Audience Analysis (TAA) research, and rightly so.
More informationBiomedical Sciences (BC98)
Be one of the first to experience the new undergraduate science programme at a university leading the way in biomedical teaching and research Biomedical Sciences (BC98) BA in Cell and Systems Biology BA
More informationMath Pathways Task Force Recommendations February Background
Math Pathways Task Force Recommendations February 2017 Background In October 2011, Oklahoma joined Complete College America (CCA) to increase the number of degrees and certificates earned in Oklahoma.
More informationUnderstanding Co operatives Through Research
Understanding Co operatives Through Research Dr. Lou Hammond Ketilson Chair, Committee on Co operative Research International Co operative Alliance Presented to the United Nations Expert Group Meeting
More informationSuccess Factors for Creativity Workshops in RE
Success Factors for Creativity s in RE Sebastian Adam, Marcus Trapp Fraunhofer IESE Fraunhofer-Platz 1, 67663 Kaiserslautern, Germany {sebastian.adam, marcus.trapp}@iese.fraunhofer.de Abstract. In today
More informationProgramme Specification
Programme Specification Title: Journalism (War and International Human Rights) Final Award: Master of Arts (MA) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master
More information2. Suggestions. Abbott, P., & Wallace, C. (1997). An introduction to sociology: Feminist perspectives (2nd ed.). New York: Routledge.
100 Contemporary Educational Research Quarterly Vol.22, No. 4 (7) Valuing teachers professional autonomy, the principal's assistances and members participation, supplying a dialogue room could shorten
More informationMARKETING MANAGEMENT II: MARKETING STRATEGY (MKTG 613) Section 007
MARKETING MANAGEMENT II: MARKETING STRATEGY (MKTG 613) Section 007 February 2017 COURSE DESCRIPTION, REQUIREMENTS AND ASSIGNMENTS Professor David J. Reibstein Objectives Building upon Marketing 611, this
More informationThe Power of Impact: Designing Academic Interventions for 1 st Year Students. Louisiana State University
The Power of Impact: Designing Academic Interventions for 1 st Year Students Louisiana State University Intro Darrell C. Ray, Ph.D. Assistant Vice Chancellor for Student Life Adjunct Professor, College
More informationDSTO WTOIBUT10N STATEMENT A
(^DEPARTMENT OF DEFENcT DEFENCE SCIENCE & TECHNOLOGY ORGANISATION DSTO An Approach for Identifying and Characterising Problems in the Iterative Development of C3I Capability Gina Kingston, Derek Henderson
More informationResearch as Design-Design as Research
Research as Design-Design as Research Andrew J. Stapleton Swinburne University of Technology Hawthorn, Victoria Australia 3122 +61 (0)3 9214-8415 astapleton@swin.edu.au ABSTRACT This paper details a research
More informationBSc Food Marketing and Business Economics with Industrial Training For students entering Part 1 in 2015/6
BSc Food Marketing and Business Economics with Industrial Training For students entering Part 1 in 2015/6 UCAS code: DL61 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s):
More informationQualitative Research and Audiences. Thursday, February 23, 17
Qualitative Research and Audiences Overview Define qualitative research Examine the process of qualitative research Discuss methods of data collection Understand how to use qualitative research tools in
More informationGUIDE FOR THE WRITING OF THE DISSERTATION
WURZWEILER SHOOL OF SOIAL WORK YESHIVA UNIVERSITY GUIDE FOR THE WRITING OF THE DISSERTATION January 2006 WURZWEILER SHOOL OF SOIAL WORK YESHIVA UNIVERSITY 1 GUIDE FOR THE WRITING OF THE DISSERTATION TABLE
More information