Historical Research, Design and Practice

Module title: Historical Research, Design and Practice

Module NFQ level (only if an Module number / reference ECTS Value Duration
NFQ level can be
demonstrated)
Level 9 TBC 5 12 weeks
Parent programme(s). Principal programme title, and Stage of Semester No.
embedded(s) if relevant parent
programme
MA in Irish Regional History 1 2

Teaching and Learning modes Proportion (% of Total Directed Learning)

Classroom / Face to Face 14%
Workplace N/A
Online 24%
Other (Identify) 62% Self-directed learning
Entry requirements (statement of knowledge, skill and competence)

The entry requirements, as set out in Section 4, must be satisfied for entry onto the programme.

Maximum number of learners per 20

instance of the module
Average (over the duration of the 1.5
module) of the contact hours3 per week
Pre-requisite module title(s) (if any) N/A
Co-requisite module title(s) (if any) N/A
Is this a capstone module? (Yes or No) No
Module-specific physical resources and support required per centre (or instance of the module)
Library holdings and electronic resources (including e-journal and e-book repositories) [currently
available]
IT Resources for lecturing staff
Access to photocopying facilities
E-learning resources (VLE) and access to online primary source repositories
Lecture theatre/seminar room [currently available]
Specification of the qualifications (academic, pedagogical and professional/occupational) and
experience required of staff working in this module.

3 Effort while in contact with staff

Role e.g. Tutor, Qualifications & experience required: # of Staff with this
Mentor etc. profile (WTEs)
Lecturer/Co-ordinator Minimum Level 10 Qualification within the 100%
discipline of History.
Extensive research experience and awareness of
research methods and thesis writing techniques
Analysis of required learning effort
Hours of Learner effort

Classroom and Mentoring and Work-

Directed e- Independent Other Total
demonstrations small-group Other (specify) based
learning learning (specify) effort
tutoring learning
ratio teacher

ratio teacher

ratio teacher
Minimum

Minimum

Minimum
/ learner

/ learner

/ learner
Hours

Hours

Hours

18 1:8 30 77 125

Allocation of Marks
Continuous Supervised Proctored Proctored Total
Assessment Project Practical Exam. Written
Exam
Percentage 100% 100%
Contribution

Rationale for Inclusion of This module will equip learners with the appropriate skill set required to
the Module in the undertake a significant piece of independent, original, scholarly research.
Programme and its The module will provide learners with an opportunity to develop a
Contribution to the research project with a regional history or cultural heritage focus by
Overall IPLOs
outlining the structures and mechanisms required to successfully embark
on, and complete, thesis research. Before beginning the thesis writing
process, learners will require a strong grounding in how to undertake
primary research either in an archival setting or in an appropriate digital
space, as well as the ability to expand and develop their knowledge of the
literature pertaining to an area of research which interests them.

The practical aspects of thesis writing, including how to identify a

research question, how to develop an argument, how to structure a thesis
and how to adhere to the correct referencing styles will also be discussed
and developed. The fundamental purpose is to ensure that learners have
a comprehensive, practical grounding in the processes required to
research, analyse, discuss and disseminate their work.

The module will enhance an appreciation of, and help to achieve, several
the MIPLOs, specifically MIPLOs 3, 4, 5, 6 and 7.
Module Aims and The aim of the module is to develop and expand the broad range of skills
Objectives that a learner will require to successfully execute the task of thesis
 research and writing. The Historical Research, Design and Practice
module will support learners as they identify and formulate their own
individual research projects and encourage learners to reflect on the
process of identifying a research topic, sourcing information, analysis,
synthesis and dissemination.
Minimum Intended On successful completion of this module, learners should be able to:
Module Learning
Outcomes 1. Identify an appropriate area of research suitable for a final thesis
and compile a thorough research proposal outlining the viability
and necessity of the research. (MIPLOs 3, 5, 6, 7)
2. Refine and articulate a suitable thesis statement and research
question and identify relevant source material to empower the
learner to complete independent and original historical research.
(MIPLOs 3, 4, 5, 7)
3. Develop and apply effective writing strategies enabling them to
construct, draft and edit a final thesis. (MIPLO 3, 5, 6, 7)
4. Engage dynamically with the research process and develop
effective time management, research and project management
skills. (MIPLOs 3, 5, 6)
Information Provided to College Prospectus specifies module name, stage and ECTs.
Learners about the
Module College website and programme handbook to contain (in addition to
above) short description of module content, module learning outcomes,
prerequisite modules, and assessment mechanisms.

Module syllabus to contain (in addition to above) schedule of classes and

topics, detailed assessment information with titles and submission dates,
full bibliography and list of learning resources.
Module Content, The module will be thematic in focus and will deal with a particular topic
Organisation and each week. These topics include:
Structure
1. Identifying a viable research topic (1 week)
2. Formulating a research question and thesis statement (1 week)
3. Sourcing, analysing and synthesising secondary source material (1
week)
4. Sourcing, analysing and synthesising primary source material (1
week)
5. Writing the Literature Review (1 week)
6. Choosing a suitable methodology: The Historical Method (1 week)
7. Writing a Research Proposal (2 weeks)
8. How to structure a thesis (1 week)
9. Presenting research findings (1 week)
10. Referencing and stylistic conventions (1 week)
11. Disseminating research (1 week)
The module will consist of both a structured presentation by the module
co-ordinator and a learner-led discussion. Practical examples will be
drawn upon as a way of identifying potential challenges. Secondary
readings, interpreted by learners before the session, will also help to
guide the seminar portion of the module. Throughout, extensive
emphasis will be placed on the importance of thesis writing in a regional
history and heritage context, with a view to identifying and overcoming
potential challenges that learners may face during the process.
Module Teaching and The module will consist primarily of one lecture session per week, ranging
Learning (including from 30-45 minutes, followed immediately by a learner-led clinic style
formative assessment) seminar in which learners will use this time to engage with both their
Strategy peers and the module facilitator in a thematic, focused environment.
Each week, different elements of the thesis preparation and writing
process will be discussed and the seminar session will act as a forum for
learners to support, encourage and advise each other on the research
process. As well as this, the seminar session will provide practical
examples and advice on how to approach thesis writing and will provide
learners with an opportunity to identify, formulate and refine their
research questions and thesis statements in a supportive, inclusive
environment. The initial assessment of the thesis outline plan is primarily
to provide formative assessment but a motivator of 15% has been
applied.
This approach optimises opportunities for formative feedback to
learners, as with smaller group discussions during the seminar portion of
the session, learners will have the opportunity to contribute to, and
benefit from, peer experiences as well as more seasoned researchers.
This links directly with the Carlow College Teaching and Learning Strategy
which promotes peer-to-peer learning, group work and learner-led
discussion. Ultimately, this module will provide a forum for learners to
acquire clarity on all aspects of the research and writing process.

Work-Based Learning and

N/A
Practice-Placement

E-Learning The VLE (Moodle) will be integral to effective module delivery. A range of
resources to aid independent learning and research, as well as
supplementary readings, seminar content and other relevant teaching
and learning aids will be uploaded to the Moodle page regularly.

Specifications for Module Learner/Staff ratio replicates that of other similar MA programmes and
Staffing Requirements will not exceed 20 learners.
Staff requirements: One module co-ordinator with responsibility for
module delivery and administration.

Module Summative Thesis Outline Plan: 15%

Assessment Strategy A structural outline of thesis proposal to include research questions,
proposed methodology and list of indicative primary and secondary
sources. (500-750 words)

Thesis Proposal: 85%

A 2500-3000 word thesis proposal in which the learner identify their
intended research project and provides a detailed explanation of what
the study seeks to achieve, how it will be undertaken and what the
primary purpose of the research is.
Sample Assessment Continuous Assessment:
Materials Identify relevant scholarly literature and primary source material
pertaining to your intended research area and critique it.

Compile a literature and primary source review of material relating to

your intended research topic.
 Thesis Proposal:
Write a research proposal for your intended thesis topic including a thesis
statement, relevant research questions, a description of the intended
methodology, a survey of the source material and a description of the
potential thesis structure.

Identify an area of research which would benefit from further study and
compose a thesis proposal for this project.

Identify an area of research which would benefit from further study and
compose a thesis proposal for this project.
Reading Lists and Other Essential Reading:
Information Resources Lipkowitz, Elise, From Concept to Completion: A Dissertation-Writing
Guide for History Students (Washington D.C: American Historical
Association, 2009).

McDowell, W.H, Historical Research: A Guide for Writers of Dissertations,

Theses and Articles (New York: Routledge, 2013).

Recommended Reading:
Machi, Lawrence and Brenda McEvoy, The Literature Review: Six Steps to
Success (Thousand Oaks, CA: Corwin Press, 2009).

Murray, Rowena, How to Write a Thesis (Berkshire: Open University

Press, 2006).

Swales, John and Christine Feak, Academic Writing for Graduate

Students: Essential Tasks and Skills (Ann Arbour: University of Michigan
Press, 2004).

Turabian, Karl, A Manual for Writers of Research Papers, Theses and

Dissertations (Chicago: University of Chicago Press, 2007).

Walliman, Nicholas, Your Research Project: A Step-by-step Guide for the

First-time Researcher, (London: Sage, 2005).

Watson, George, Writing a Thesis: A Guide to Long Essays and

Dissertations (London: Longman, 1987).
Module Physical Resource Lecture Hall or seminar room, IT resources, internet resources, Library
Requirements resources (desk space etc.)