Learning & Teaching

Title of case study	Applied Dissertation
School / subject	School of Humanities
Lecturer	Amy Johnstone
Course	MSc Museum Studies
Student Level	PGT
Class size	50
Location	On campus

Brief summary

In this programme, student can choose to undertake an Applied Dissertation, as an alternative to the traditional dissertation. Usually, (but not always), this applied dissertation will be with the organisation with which the student undertook their Placement. Students identify a topic of interest and work with the organisation to develop this. The student will then undertake independent research and share findings with the organisation.

Objectives

A key objective is to provide students with the opportunity to develop their research skills on an aspect of museum practice, relevant to their interests. They will develop skills in writing research-based reports, apply their academic knowledge and synthesise their learning and practice from their studies with their own ideas. They will also begin to build their professional network and profile (in combination with the placement) and develop key skills and experiences they will need in their future career.

What is done?

Students must produce a substantial research report based on an aspect of museum practice. This may include but is not limited to object and, collection research, display and exhibition planning, audience and access or museum and collection management. The report is 15,000 words (100%).  

Students can either identify a topic during their placement and then discuss with an academic before approaching the organisation to develop this. Alternatively, students could do the same with an organisation where they volunteer or already have connections. 

What works well? 

Ideas for topics are student-led and so students are perhaps more invested and motivated in the topic. 

A project with a limited scope and clear outputs works better than a more open remit. 

Setting out expectations for roles and responsibilities, soft deadlines and agreeing aims with hosts helps to ensure everyone is on the same page. 

Benefits (students & staff)

Students: 

• Students have the opportunity to apply their academic learning and to make their research applied to a sector in which they wish to work. 

• Through their research (which often involves discussions with other organisations as research participants) students can build and develop their professional networks and profile in the sector. 

Staff: 

• Supervising a student on the applied option, in partnership with an organisation “supervisor” builds better relationships with organisations in the sector and allows staff to understand what the sector wants & needs. This can then be built into the academic courses in the programme.

Challenges (students & staff)

Students: 

• The sector is relatively small and as many organisations provide placements (which is a key element of the programme), there is not always capacity or interest in supporting a student with research, so a partner may be challenging to find. 

• Can be difficult to identify a suitable topic, relevant to the organisation and the students' interests. 

Staff: 

• Takes more supervision time as more complex logistics as working with a partner in the organisation. Requires a more “hands on” supervision. 

What did you learn? 

That students who have perhaps found the academic elements more challenging, can flourish with this option! The quality of their dissertation is improved as they have ownership of the project and a real interest in what they are doing!  

We need to find ways to recognise the additional workload involved in this process on top of a traditional dissertation, as students are usually asked to present or summaries findings and recommendations to the organisation, in a less “academic” format.  

We also need to explore how we can include a reflection element to allow students to recognise and highlight the skills they have developed through this process.

What advice would you give to others?

To be open to student ideas and to support them to realise their vision, and not what we expect them to do! 

Allowing students to self-select the topic and organisation is important – it means they are more invested in the process – however discourage them from “cold-calling” organisations!