Learning & Teaching

Title of case study	Independent Research Project
School / subject	Social & Political Sciences
Lecturer	Dr Paul Reilly
Course	MSc Media, Culture & Society (SPS 5058 MCS Project)
Student Level	PGT
Class size	361
Location	On campus

Brief summary

The ability to produce engaging, well-research and evidence –based materials in a variety of formats is a key requirement for many careers in media, cultural and communications. The opportunity to complete an Independent Project in an area of media, culture & society that is of interest to the student, allowing them to develop a range of skills, aligning their theoretical studies with a practical perspective.  Students are asked to produce a recorded poster presentation, policy brief and a reflective essay. 

 

Objectives

The primary objective is to allow students to apply their knowledge, skills and understanding whilst planning & executing a significant research project.  In doing, so they will develop and harness key skills that are valued across media & cultural sectors as well as broader careers sectors. 

 

What is done?

The students are asked to complete 3 (connected) assessments as an alternative to the traditional academic dissertation. The first element is the Recorded Poster Presentation (12 mins max, 25%). Students are asked to identify an area of media & cultural policy they are interested in and prepare a poster that covers the key points. They must then use Kaltura to record themselves presenting the poster. The second assessment is the Policy Paper (7000 words 60%). Based on the same issue, this paper builds on the poster and must contain a number of evidence –based recommendations for the chosen sector or target group. Finally, there is the Reflective essay (1500-2000 words, 15%) where the student demonstrates their achievement of the learning outcomes and what they learned, skills they developed during the process. 

 

What works well?

In addition to supervisory support, students receive detailed support on each assessment,  from the Student Experience Team. This includes live workshops and asynchronous courses via the College Employability Programme. This structured support provides students with clear guidance on the requirements of each component and provides additional opportunities for support. For example, students can practice their presentation of the poster before submitting, as well make 1:1 appointments to receive formative feedback on their policy paper. 

 

Benefits (students & staff)

Students: 

• The project allows students to develop additional skills, as well as research skills, that will be of value in the workplace. 

• The overall grade is split between 3 “lower risk” elements. 

• Students are well supported with each assessment by the Student Experience Team 

Staff: 

• Are supported to develop these assessments by the Student Experience Team who also provide marking rubrics where appropriate. 

• No ethics applications are required for the MCS Project as it does not involve the collection and analysis of primary research data. 

• The submission date for each assessment is spread throughout Semester 2, so marking load is less concentrated than with the traditional dissertation. For example, the largest component (policy paper) is due in July rather than September. 

Challenges (students & staff)

Students: 

• Can be wary of new, unfamiliar types of assessments but the support provided helps to alleviate this. 

Staff: 

• Marking remains challenging due to the large number of international students. 

• Supervisors unfamiliar with requirements often require coaching to ensure they know what is expected. 

• Students often need to be reminded that it is not a traditional dissertation. 

What did you learn? 

A key lesson would be that using non-traditional approaches like the project takes time to bed in- staff and students often struggle with this because they are used to doing a traditional dissertation. Even when given extensive support, information- it requires time and patience from those organising it. 

It is important to read instructions very carefully. 

Finally, change is difficult when you first implement it but try to remember that it is for the benefit of the students and any positive impact it has on you as an academic is a benefit!

What advice would you give to others?

Engage with colleagues in both academic and professional services from the outset, using their experiences and expertise to inform your decisions! Use their approaches and insights! Use existing resources that are available to help support your students and finally, be sure to highlight the skills students are developing throughout and their relevance to their future careers.