LT5086 - Applied Research with Field Course (2023/24)
|Module approved to run in 2023/24
|Applied Research with Field Course
|Credit rating for module
|Guildhall School of Business and Law
|Total study hours
|Running in 2023/24(Please note that module timeslots are subject to change)
|No instances running in the year
‘The Applied Research with Field Course’ is designed around the model of research-informed teaching, with emphasis on learning through problem-solving and self-managed projects. The module serves as an optional continuum to ‘Skills, Analysis and Methods’ module and aims to stimulate development of students’ ability to relate theoretical material to real world case study, making clear links between theory, research methodology, data collection and analysis.
For the length of the module, students cooperate and work in groups, to gather amount of data sufficient to complete their independent projects. Given the case study destination, students research relevant to their discipline aspects of the destination and decide on subject-specific problem to be investigated using primary research. In the next stage, students design research framework focusing on research question, suitable methodology and sampling. In the process, the encouragement is given to the use of mixed methodologies (interviews, surveys, audits, participant observation and visual methodologies) to enable students to practice in field a range of tools and develop skills of independent researcher. During the field course, students are expected to conform to the professional code of conduct.
Additionally, the module aims to create group cohesion and the sense of course belonging, which is fundamental to improving retention rates as well as overall levels of student satisfaction.
The aim of the module is to provide students with an opportunity to design research project and practice research skills in an unfamiliar environment, via residential field course. This serves as a practical underpinning for the dissertation module and ability to verify and address student’s individual strengths and weaknesses as a researcher.
Prior learning requirements
Skills, Analysis and Methods (LT5085) or other research methods module successfully passed;
Syllabus will introduce the research process and indicate how and when module structure will apply all seven stages: pre-field course (problem recognition, question formulation and identification of data requirements), during the field course (data collection) and post-field course (data analysis, data presentation and data interpretation). Case study destination will be presented, and focus will move towards research framework design and applicability of field research methods. LO1
Residential field course will act as arena of primary data collection and reflection on strengths and weaknesses of various approaches. Post-field course sessions serve as data analysis and presentation support. LO2
Balance of independent study and scheduled teaching activity
Module will be taught in a structured (university premises) and unstructured (field course) environment. Pre-field course, class-based workshops will allow to develop independent group research projects and present designed research framework. Tutors act as advisers and moderators of students learning with emphasis being put on guided, independent study.
Residential field course, held in the second part of the Spring semester with dates varying annually in line with university and holiday schedule, is the essential part of the module. The precise location of field course will be provided at the beginning of academic year and will depend on current developments in the respective industries, evolving academic partnerships and student’s financial capabilities.
Reflective component is incorporated in the final assignment element, where students are asked to reflect on the real experience of primary field research and their individual research strengths and weaknesses.
On successful completion of this module, students will be able to:
1. Identify research gap and plan research project demonstrating ability to apply mixed methodology in primary research;
2. Fulfil research project via carrying out primary research, analysing collected data, effectively communicating specific research findings and reflecting on challenges of the research approach undertaken
Students’ achievements will be evaluated through two assessment components: group project research framework (30%) presented as poster; and an individual research report with data presentation (70%).
Group work prevails during the course of the module, as it motivates students to take on unfamiliar task of research design and data collection cooperatively, where they can utilise various personal strengths, creativity and brainstorming and support each other to the common goal. Dividing workload is essential to be able to create realistic and viable research project plan efficiently. Collection of data during the field course is also a group task, maximizing human resources, effectiveness and time available.
In the first stage, students design group research project framework and present it as a poster. Once feedback is available, framework can be modified if necessary. After carrying out primary data collection, students share all data gathered within a group, and individually write research report.
Assessment tariff alignment: L5 (15 credits) max. 5000 words
1. Group project research framework (poster) (500 words)
2. An individual research report with data presentation (2500 words)
Total word count: 3000 words
Research themes agenda:
• Hartley, J. et al (2014) Key Concepts in Creative Industries, SAGE.
• Jones, P., Holmes, D., (2011) Key Concepts in Media and Communications, SAGE.
• Leseure, M. (2010) Key Concepts in Operations Management, SAGE.
• Quinn, B. (2013) Key Concepts in Event Management, SAGE.
• Smith, M. et al (2010) Key Concepts in Tourism Studies, SAGE.
• Altlinay, L, Paraskevas, A. (2008) Planning Research in Hospitality and Tourism, Butterworth-Heinemann
• Denscombe, M. (2010) The Good Research Guide: for small-scale social research projects, 4th ed., McGraw-Hill/Open University Press, Maidenhead.
• Hall, M.C. (2010) Fieldwork in Tourism. Methods, Issues and Reflections. Routledge.
• Orne, J., Bell, M. (2015) An Invitation to Qualitative Fieldwork. A Multilogical Approach. Routledge.
• Rose, G. (2012) Visual methodologies: an introduction to researching with visual materials, SAGE, Los Angeles.
Resources specific to the field course destination will be additionally provided.