CMA5005 – Research Methods in Construction and the Built Environment Assignment help
- 1. Research Methods in Construction and the Built Environment Module Code and Name CMA5005 – Research Methods in Construction and the Built Environment Module Leader IfeOluwa Adejuyigbe, PhD Cohort February 2022 Level Level 5 Assessment component(s) Component 1: Report Component 2: Research Proposal + Ethics Form Restrictions on time/word count Component 1: Report (2000 words) Component 2: Research Proposal (3000 words) + Ethics Form Individual/group Component 1: Individual Report Submission Component 2: Individual Research Proposal Submission + Ethics Form Assessment weighting(s) Component 1: Report (2000 words) = 50% Component 2: Research Proposal (3000 words) = 50% Formative Submission Hand- in date: 500-word formative submission Deadline: 21st October, 2024 before 23:59 Hand in date(s) Component 1: 2000-word Report Deadline: 28th October 2024, before 23:59 Component 2: 3000-word Research Proposal Deadline: 4th November 2024, before 23:59 Please note: GBS grades your assessment anonymously, so you do not need to include a TITLE PAGE TO
- 2. YOUR REPORT. PLEASE DO NOT INCLUDE ANY PERSONAL INFORMATION SUCH AS YOUR NAME, GBS ID AND BSU ID IN YOUR REPORT. THE FIRST PAGE OF YOUR REPORT SHOULD BE YOUR TABLE OF CONTENTS. Assessment Component(s) - Summary Formative 500 Overview: You are required to write 500 word on Personal Development Objectives and Self- assessment, Reflection and Evidence of Development. Component 1: Report Overview: You are required to submit a Self-development and Critical Reflection Report in 2,000 words discussing how the study of the course had influenced your development x-raying where you were at the start of this course and using it to show what you have achieved over the time of your study. Component 2: Research Proposal + Ethics Form Overview: You are required to submit a Research Proposal identifying a suitable topic for Academic Research in 3,000 words discussing a specific area or issue of interest in construction management and in construction at large. Also fill the attached Ethics Form located on Moodle at the Study Skills page or attached to this document and attach to your proposal. Assessment Component(s) – Detailed Instructions COMPONENT 1 (REPORT): Additional information/guidance: 1. Introduction (250 words) Introduce the report’s objective. Briefly explain the context of your self-development, such as a course, training program, or personal initiative. Outline the specific goals you aimed to achieve through this self-development process. 2. Personal Development Objectives (250 words) Define and elaborate on your self-development objectives. Describe the specific skills, knowledge, or attitudes you intended to develop. Explain why these objectives were important to you. 3. Self-assessment, Reflection and Evidence of Development (500 words) Explain the framework or model you used for reflection. Critically assess your progress and experiences. Describe specific experiences or activities related to your objectives. Evaluate the outcomes of these experiences in relation to your goals. Identify any challenges or obstacles you faced. Reflect on what you learned from these experiences and challenges. Provide evidence to
- 3. support your reflections. Include examples such as feedback, assessments, certificates, work samples, or any other relevant documentation. Highlight key achievements or milestones. 4. Analysis of Skills, Competencies, Personal Impact and Insights (500 words) Analyze how your skills and competencies have evolved. Discuss specific skills that have improved. Identify any new skills you have acquired. Relate your development to broader competencies and frameworks (e.g., professional standards). Reflect on the personal impact of your development. Describe any changes in your attitudes or mindsets. Identify any changes in your behavior or habits. Share significant insights or realizations gained through the process. 5. Future Development Plan (250 words) Outline your plan for ongoing development. Describe how you plan to continue developing your skills and knowledge. Set new development objectives based on your reflections. Provide a concrete action plan with steps, timelines, and resources needed. 6. Conclusion (250 words) Summarize your reflection and development. Recap the most important insights and achievements. Reflect on the overall impact of the self-development process on your personal and professional life. 10. References Cite any sources or literature you referenced. Follow a consistent citation style (Harvard Referencing) to list all references. Additional Tips for Writing: Authenticity in your reflections will make your report more meaningful. Provide detailed examples and evidence to support your reflections. Follow a clear and logical structure to ensure your report is coherent and easy to follow. Use phrases like “I learned that…”, “This experience taught me…”, “I realized…”, etc. Review your report for clarity, grammar, and spelling errors. COMPONENT 2 (RESEARCH PROPOSAL): Additional information/guidance: 1. Title Clearly state the research topic. The title should be concise and descriptive, providing a clear indication of the research focus. 2. Introduction (300 Words) Introduce the research topic and its significance. Provide context and background information on the topic. Clearly state the research problem or question you aim to address. Explain the importance of the research and its potential impact. 3. Literature Review (1050 Words) Review existing research related to your topic. Summarize key findings and theories from relevant literature. Identify gaps or limitations in the current knowledge that your research will
- 4. address. Mention any theories or models that will guide your research. 4. Research Objectives and Questions (300 Words) Define the goals and specific questions of your research. List the main objectives of your research. Formulate specific research questions or hypotheses that your study aims to answer. 5. Methodology (350 Words) Describe the research design and methods you will use to conduct the study. Specify whether your study is qualitative, quantitative, or mixed methods. Explain how you will collect data (e.g., surveys, interviews, experiments). Describe the sample population and sampling methods. Outline the methods you will use to analyze the data. Address any ethical issues related to your research. 6. Timeline and Budget (if applicable) (500 Words) Provide a realistic timeline for completing the research. Break down the research process into phases (e.g., literature review, data collection, analysis). Set specific milestones and deadlines for each phase. Estimate the costs associated with your research. List potential expenses such as materials, travel, and participant incentives. Mention any funding sources or grants you apply for. 7. Expected Outcomes (500 Words) Predict the potential findings and contributions of your research. Describe what you expect to discover or demonstrate through your research. Discuss the potential implications for theory, practice, or further research. 8. References List all the sources cited in your proposal. Follow a consistent citation style (Harvard Style) for your references. ETHICS FORM Fill up the attached Ethics Form on Moodle located in the Study Skill tab or attached below in this document to complete the Research Proposal by attaching it to the end of your proposal, properly filled and should be submitted along with your Research proposal. Additional Tips for Writing: Use clear and concise language to communicate your ideas effectively. Provide detailed information about your research plan and objectives. Ensure that all sections of your proposal are logically connected and support your research goals. Review your proposal for clarity, grammar, and spelling errors. Additional information/guidance: Remember to include in-text citations and a reference list according to Harvard Referencing style.
- 5. Student must include academic references. Your work will be graded against the references too. Always remember to use headings and subheadings, which form your report table of content. Use any of the following fonts: Arial, Calibri, Sans-Serif or Times New Roman for your text. You are to add relevant images while writing your report to support your discussion. Also, caption the images appropriately as they are also graded in the report structure. You can add an outline for the report too. Use font size 12, with 1.5 or double line spacing. The presentation of the work is also considered. The file format must be Microsoft Word in .doc, .docx, .odt or Pdf, but do not submit in Apple’s Pages format. The limit for the word count is 2000 words +/- 10% for the Report and 3000 words +/- 10% for the Research Proposal. Anything outside the limit may not be assessed. You must reference all sources and information used in the report using the Harvard Referencing Guide in Study Skills Tab. Remember to access the ‘Report Template’ and ‘Research Proposal Template’ via ‘Assessments’ tab on Moodle. Kindly see attached grid for assessment criteria. Assessment criteria/marking rubric (personalise this to your specific module assessment requirements) Component 1: Report Dimensio ns 70 – 100% (1st) 60 – 69% (2:1) 50 – 59% (2:2) 40 – 49% (3rd) 0 – 39% (Fail) Criterion 1 (20%) Introductio n and Personal Developm ent Objectives The introductio n is clear, engaging, and provides a thorough understandi ng of the topic. The purpose of the research/pr oject is well- defined and relevant, showcasing strong The introductio n provides a solid understandi ng of the topic with some insight into its relevance. The purpose is defined, though some areas could benefit from more The introduction adequately introduces the topic but lacks depth or engagement . The purpose is somewhat clear, but there may be gaps in how it relates to the broader context or research The introduction is vague or lacking in detail, with limited engagement or clarity. The purpose is either not clearly defined or does not align well with the research/pro ject. The objectives are unclear, The introduction is poorly written or missing. It fails to define the purpose or relevance of the research/proj ect. The structure is disorganized and lacks coherence. Objectives are absent, unclear, or
- 6. insight into the subject matter. Context and background information are detailed and connect logically to the research objectives. The objectives are clearly articulated, specific, measurable, and relevant to both personal and professiona l growth. detail or depth. The objectives are well- stated, but some could be more specific or measurable. objectives. The objectives are present but may lack specificity or relevance to the research/pro ject. not well- defined, or do not reflect personal or professional growth. irrelevant to the research/proj ect. Criterion 2 (30%) Self- assessment , Reflection and Evidence of Developm ent The self- assessment is thorough, insightful, and demonstrat es a deep understandi ng of strengths and areas for improveme nt. The reflection is highly detailed and demonstrat es critical thinking, The self- assessment is solid, with good identificati on of strengths and areas for improveme nt. The reflection is thoughtful and connects experiences to learning outcomes, though there may The self- assessment is adequate but lacks depth or specificity in identifying strengths and weaknesses. The reflection is present but somewhat superficial, with limited critical thinking or analysis. The self- assessment is incomplete or lacks clarity, with minimal identificatio n of strengths or areas for improvemen t. The reflection is limited, lacking critical analysis or connection between The self- assessment is missing or extremely poor, showing no identificatio n of strengths, weaknesses, or areas for growth. The reflection is absent or irrelevant, with no attempt to link experiences to learning
- 7. clearly linking experiences to learning outcomes. Substantial evidence of both personal and professiona l developme nt is presented, supported by concrete examples. be areas lacking depth or critical analysis. Clear evidence of personal and professiona l developme nt, though some examples could be more specific. Evidence of developmen t is present but may be general or lacking in detail. experiences and learning outcomes. Minimal evidence of developmen t, with little connection to the objectives or goals. outcomes or future actions. No evidence of development is presented, or the examples provided are irrelevant or insufficient. Criterion 3 (20%) Analysis of Skills, Competen cies, Personal Impact and Insights The analysis is well- supported by specific examples, with clear connections to real-life situations or projects. Evidence of using competenci es effectively in practical settings is clear and well- documente d. Shows a balanced view of Examples are used to support the analysis but may lack detail or specificity in certain aspects. There is some evidence of competenci es being applied effectively, though examples could be expanded. The analysis reflects an awareness There is limited use of specific examples, and the analysis may be superficial in identifying strengths and areas for improvemen t. Examples of applying competencie s may be weak, unclear, or lacking in detail. The The analysis of skills is limited or unclear, with little identificatio n of strengths or areas for improvemen t. Competenci es are not linked to practical examples or real-world application. Minimal awareness of both positive contribution s and areas There is no evidence of understandin g personal strengths or areas for improvemen t. No evidence is provided to support the discussion of competencie s. There is no awareness of the need for personal improvemen t. There is no connection between experiences
- 8. both positive impact and areas for personal improveme nt. Insights are connected to long- term goals, illustrating how new knowledge or skills will be applied in the future. of both positive contributio ns and areas for improveme nt, but it could be more comprehen sive. There is some connection between experiences and future developme nt, though it may not be fully developed or clearly articulated. analysis acknowledg es personal impact but lacks critical evaluation of its significance . Insights are relevant but could be more thoughtful or reflective of broader learning experiences. for improvemen t. The reflection lacks any connection to future developmen t or goals. and future development , and no critical thinking is evident. Criterion 4 (20%) Future Developm ent Plan and Conclusio n The developme nt plan is highly detailed, realistic, and well- structured, reflecting an in-depth understandi ng of personal and professiona l growth. The conclusion is The developme nt plan is solid, with clear and realistic goals, although it may lack some depth or specificity in certain areas. The conclusion effectively summarizes the key points and The developmen t plan is present but may be general or lacking in specific detail. The conclusion summarizes the main points but may lack depth or critical reflection. The developmen t plan is incomplete or lacks coherence, with vague or unrealistic goals that are not aligned with SMART criteria. The conclusion is weak or incomplete, providing little to no The development plan is absent or extremely poor, with no clear goals or strategies for future development . The conclusion is missing or irrelevant, offering no meaningful summary or reflection on
- 9. comprehens ive, clear, and effectively summarizes the key points of the analysis. reflects on the overall learning experience. reflection on the key points of the analysis. the analysis. Criterion 5 (10%) Sourcing, Referencin g and Report formatting Excellent, insightful, and effective use of a carefully selected range of relevant reading (extensive range of relevant sources) according to Harvard referencing style. Student has demonstrat ed consistently accurate application of referencing. Very good, consistent engagemen t with a wide range of relevant reading (very good range of largely relevant sources) according to Harvard referencing style. Consistentl y accurate application of referencing. Good engagement with an appropriate range of reading beyond essential texts (good range of some relevant sources) according to Harvard referencing style. Referencing may show minor inaccuracies or inconsistenc ies. Basic evidence of reading, largely confined within essential texts, but mainly reliant on taught elements (basic range of a few relevant sources) according to Harvard referencing style. Referencing may show inaccuracies and/or inconsistenc ies. Inadequate use of academic sources according to Harvard referencing style or not addressed, or no evidence of reading or engagement with taught elements (very limited or no relevant sources). Absent or incoherent referencing. Component 2: Research Proposal Dimens ions 70 – 100% (1st) 60 – 69% (2:1) 50 – 59% (2:2) 40 – 49% (3rd) 0 – 39% (Fail)
- 10. Criterio n 1 (20%) Title Selectio n and Introduc tion The title is highly relevant, engaging, and reflects a deep understanding of the subject matter. The introduction is exceptionally well-written, providing a clear, concise, and comprehensiv e overview of the topic. The title is relevant and appropriate, clearly indicating the focus of the research or project. The introduction provides a clear and relevant overview of the topic, setting a solid foundation for the research. The title is acceptable and generally related to the content, though it may be overly broad or somewhat unclear. The introduction is present but may be general or lack a clear focus on the research question or thesis. The title is vague, unclear, or not directly related to the content of the research or project. The introducti on is weak or poorly structured , with limited or unclear context. The title is either missing or entirely irrelevant to the content of the research. The introducti on is absent or fails to provide any relevant context or backgrou nd informati on. Criterio n 2 (40%) Literatu re Review Sources are critically selected, showing an ability to discern the most pertinent research. The review goes beyond summary, providing deep insights and demonstratin g a high level of understanding and The literature review includes a good range of relevant and reliable sources, though some may lack depth or currency. Some gaps or limitations in the literature are identified but not explored in full depth. The argument builds The literature review uses a mix of relevant and less relevant sources, with some older or less authoritative references. The review offers a basic summary of the literature, with limited critical analysis or synthesis. The argument is present but not fully developed or compelling. The literature There is a lack of critical selection, with many key studies or theories missing. There is no identificat ion of gaps, limitation s, or inconsiste ncies in the literature. The literature review is either absent or relies on irrelevant , unreliabl e, or complete ly outdated sources. No gaps, limitation s, or inconsist encies are
- 11. evaluation. The literature review is logically structured, with a clear and coherent flow of ideas. The literature review is directly linked to the research topic, clearly justifying the research question or hypothesis. reasonably well but may not fully engage the reader throughout. The literature review supports the research topic, though the connection between the literature and the research question could be clearer. review touches on the research topic, but the connection to the research question is weak or unclear. The structure is weak, with little logical flow between ideas or themes. The literature review is not clearly linked to the research topic or question. identified in the literature. The argument is missing or incohere nt, with no clear flow of thought. The literature review is entirely irrelevant to the research topic or question. Criterio n 3 (15%) Researc h Objectiv es, Questio ns and Method ology The objectives are clearly articulated, specific, and aligned with the research aim. The research questions are precise, well- formulated, and address key issues or gaps in the existing literature. The methodology shows a strong understanding of research The objectives are clearly defined and relevant to the research topic. The research questions are clear and relevant, addressing important aspects of the research topic. The methodology is clearly explained, with a reasonable choice of The objectives are present and generally aligned with the research topic, but they may be too broad, vague, or lacking in detail. The research questions are somewhat clear but may be overly broad or not directly aligned with the research objectives. The methodology is adequately explained, but The objectives are unclear, too broad, or not directly related to the research aim. The research questions are vague, poorly formulate d, or irrelevant to the research objectives The objective s are either missing or complete ly irrelevant to the research topic. The research questions are either absent or entirely irrelevant , failing to address
- 12. methods, displaying creativity and rigor in execution. methods that are well- justified. some elements are vague or underdeveloped. . The methodol ogy is poorly described, with significan t gaps in justificati on and explanati on. any meaningf ul aspect of the research. The methodol ogy is absent, severely flawed, or entirely inappropr iate for the research objective s. Criterio n 4 (10%) Timelin e, Budget and Expecte d Outcom es Excellent Timeline, Budget and Expected Outcomes Very good Timeline, Budget and Expected Outcomes Satisfactory Timeline, Budget and Expected Outcomes Basic Timeline, Budget and Expected Outcomes Inadequa te or not addresse d Timeline, Budget and Expected Outcome s Criterio n 5 (15%) Sourcin g, Referen cing and Excellent, insightful, and effective use of a carefully selected range of relevant reading (extensive Very good, consistent engagement with a wide range of relevant reading (very good range of largely Good engagement with an appropriate range of reading beyond essential texts (good range of some relevant Basic evidence of reading, largely confined within essential texts, but Inadequa te use of academic sources accordin g to Harvard referenci ng style
- 13. Report formatti ng includin g Ethics Form range of relevant sources) according to Harvard referencing style. Student has demonstrated consistently accurate application of referencing. Correctly Filled and attached Ethics Form relevant sources) according to Harvard referencing style. Consistently accurate application of referencing. Correctly Filled and attached Ethics Form sources) according to Harvard referencing style. Referencing may show minor inaccuracies or inconsistencies. Correctly Filled and attached Ethics Form mainly reliant on taught elements (basic range of a few relevant sources) according to Harvard referencin g style. Referenci ng may show inaccurac ies and/or inconsiste ncies. incorrectl y Filled and attached Ethics Form or not addresse d, or no evidence of reading or engagem ent with taught elements (very limited or no relevant sources). Absent or incohere nt referenci ng. Absence of any Fille d Ethics Form Learning Outcomes This assessment will enable you to demonstrate in full or in part the following learning outcomes as identified in the module descriptor (delete/add rows as appropriate): LO1 | Critical knowledge and skills to prepare a draft research proposal. LO2 | Critical reflection and ability to identify areas for self-improvement. LO3 | Critical thinking to analyze and evaluate research work. LO4 | An ability to select appropriate methodological approach for the proposed research project and identify suitable research methods and data analysis techniques. Referencing Requirements The Harvard style of referencing is the GBS/BSU standard referencing system. There are
- 14. many other systems, but Harvard is one of the most straightforward to use and one of the easiest to get right! There are many guides available online for how to reference using the Harvard System but the Cite Them Right website is an excellent place to start: www.citethemright.co.uk Click on the following link to access the GBS Harvard Guide referencing: https://moodle.globalbanking.ac.uk/mod/resource/view.php?id=55354&redirect=1 Word Count or Timing Limits BSU Assessment & Feedback Policy states that word counts and timing limits have a +10% margin for tolerance. If you submit work that exceeds this limit, no further content will be marked, hence you may be disadvantaged for failing to be concise and/or concluding your work within the limit specified. There is no additional penalty be applied for work submitted below the word count, but you should be aware there is a high risk you will not meet the assessment criteria if your assessment submission is significantly below the word count. The word count refers to everything in the main body of the text, including headings, tables, figures, in-text citations, quotes, lists etc. Items not included in the word count are titles, contents pages, executive summaries or abstracts, appendices, bibliographies or reference lists. Guidance for Online Submission Through Moodle All assessments should be submitted to the module Moodle site (Assessments tab) by no later than 23:59 on the designated submission date. For guidance on how to upload your work to Moodle, please see: https://moodle.globalbanking.ac.uk/mod/resource/view.php?id=55314&redirect=1 Late Submissions If you miss a coursework deadline (unless you have arranged an approved extension), the following penalties will apply: Work handed in after the deadline, but before the cut-off date (usually one week later), will be given a maximum score of 40 (pass mark). Work handed in after the cut-off date will be marked zero (fail). How to Arrange an Extension Contact your Student Success Tutor at GBS to request an extension in advance of the coursework deadline. You should provide a valid reason for requesting an extension, e.g. illness, and you must support your claim with evidence. The normal extension period is a week, anything more than a week must be applied for and approved by BSU as Exceptional Circumstances (see section below). Exceptional Circumstances To be considered for an extension based on exceptional circumstances, you need to apply for it through the right channel. Kindly contact the SSTs on your campus for this. More information can be found as follows: https://www.bathspa.ac.uk/media/bathspaacuk/about-us/policies/academic-and- student/Exceptional-Circumstances-Policy.pdf Academic Misconduct Academic Integrity is essential for the successful completion of your studies. If you do not understand how to properly paraphrase from appropriate sources and correctly reference your work, you risk accidentally committing academic misconduct, such as plagiarism, collusion or cheating. This may result in you failing an assignment or a module. Repeated academic misconduct can lead to more serious consequences.
- 15. All student work submitted at GBS is thoroughly checked by anti-plagiarism software to ensure it is your own work and not the work of someone else. Our anti-plagiarism software will compare your work to a wide variety of sources including websites, e-books, student assessments from across the world, journal articles and many more. If your work is suspected of academic misconduct, you may be invited to an interview to explain how you undertook the assessment and to check your understanding of the topic area(s). If you are unable to adequately explain the above, your work will be sent to a BSU Academic Misconduct Panel for appropriate penalties to be applied. Academic Misconduct & Generative Artificial Intelligence (Gen AI) Gen AI can be used appropriately for assignments. Guidance for students is available here: https://www.bathspa.ac.uk/students/ask/genai-guidance/ Gen AI should not be used to produce work in whole or in part. This is considered as plagiarism: ‘submitting the work or ideas of someone else as your own’ (https://www.bathspa.ac.uk/about-us/governance/policies/academic-misconduct/). For 2024/25 there will be a separate category in the policy for AI. Random Viva Sampling Bath Spa University (BSU) and GBS use a variety of means to identify potential academic misconduct in alignment with BSU’s Academic Misconduct Policy. To better ensure the academic integrity of all student work submitted for assessment, GBS staff randomly undertake a series of viva voce interviews (oral interviews) with a sample of students across modules covering all levels of a course. The viva voce will be conducted by two representatives from the academic team and will require students to defend their work by demonstrating that each assignment submitted for assessment is their own original work. If you are selected to take part in this compulsory process, you will be notified in writing a minimum of 7 calendar days before the date of the viva voce. You will also be provided with guidance on how to prepare for the viva voce effectively. If you have any concerns or queries, please do not hesitate to contact your relevant SST. Click here to go to our Academic Integrity course to learn more about this important topic and how you can avoid academic misconduct. CMA5005 ETHICS FORM SECTION A – to be completed by all Students Name: Student no:
- 16. Supervising Tutor: Title of research project: 1. Brief overview OF THE STUDY: Describe the aims and purposes of the research proposed. Outline the research questions and methods to be used and list the main types of research participants you intend to collect data from. Answer each question below by ticking the appropriate box: Yes No 1. Will the research involve gathering personal information on identifiable living individuals? 1. Will the research involve gathering confidential information of any kind (i.e. information not currently in the public domain)? 1. Will the research involve participants who are particularly vulnerable or unable to give informed consent (e.g. children, adults with learning difficulties)? 1. Will the research require the cooperation of a “gatekeeper,” e.g. an authority figure who has the power to grant access to groups and individuals possibly without their informed consent? 1. Will participants be remunerated in some form for the information they are asked to provide (e.g. being paid for interviews)? 1. Could the research cause harm to subjects or have negative consequences for them that exceed those experienced in everyday life?
- 17. 1. To the best of the researcher’s knowledge, will the research raise any issues which should be the subject of ethical consideration and/or review? 1. Does the research entail potential security or health and safety risks to the researcher that exceed those experienced in everyday life? 1. It is suggested that research reports are made available publicly upon completion to participants. Do you or your supervisor feel that, for any reasons whatsoever, access to your final report may need to be restricted? SECTION B – Complete this if you’ve answered Yes to any of the questions in Section A 1. RECRUITMENT/SELECTION PROCEDURES: How will participants be selected? What information will be provided about the study? Is there any sense in which participants might feel ‘obliged’ to participate? Notes Use an information sheet (or explain your alternative and why it’s needed) Give participants a brief account of the study aims and data collection methods Explain the rationale for study Make clear to participants that the title of the research may evolve depending on the findings. Explain how and why their data is being stored, how data will be used and to whom it will be made available (all participants are entitled to know) Will the data or findings of this research be made available to participants or to others? If so, specify the form and timescale. A copy of the proposed information sheet, written in simple, non-technical language intelligible to your participants should be attached with this form. This must be enough for participants to make an informed decision, if necessary following further discussion with the researcher.
- 18. 1. INFORMED CONSENT: Please explain your approach to how consent is to be obtained, including from parents, carers and children as appropriate. Notes: Use a consent form (or explain your alternative and why it’s needed). Consent should be explicit. Participants should opt-in not opt-out Participants’ entitlement to withdraw consent should be explained on the consent form used. Participants’ right to withdraw must be respected and acted upon whenever reasonably possible. A copy of the proposed consent form, written in simple, non-technical language intelligible to your participants should be attached with this form. 1. CONFIDENTIALITY: Who will have access to the data? What measures will be adopted to maintain the confidentiality of participants? Notes Will the data be anonymised and if so in what ways? Explain how you will achieve anonymity eg. using pseudonyms Ensure that any documentation relating to the research maintains confidentiality and anonymity when appropriate. Consider how participants might be identified with reference to any information you might provide. 1. DATA PROTECTION AND MANAGEMENT: How do you intend to store your data? How will you keep and archive confidential information? You must follow GDPR guidelines.
- 19. Notes Explain how you will store and subsequently destroy data. Data must be stored securely. Use password protection and data encryption; avoid portable storage devices; anonymise records and avoid transferring data by email. You must carefully consider how you use data relating to your research project. As a general rule data must be retained until the project is marked and approved. After that any personal data should be destroyed following the successful completion of the research project. Please explain your procedure for dealing with disclosure, and information that you may come across regarding illegal or harmful activities. Researchers must have participants’ explicit permission to disclose personal information to third parties. Consider checking the data you have collected from research participants is factually accurate. It is considered good practice to allow participants to review their contributions before analysis. Consider whether participants have a right to read the final report, (they have the right to view any data that concerns them). 1. PROTECTION OF RESEARCHER (Applicant): Please state briefly any precautions being taken to protect your health and safety if appropriate. Notes Is there anything about the environment in which you will be researching that requires you to take extra precautions? Consider any potential risks in the environments and contexts you are researching in. Do you have any health condition that might give you serious problems during your fieldwork? Ensure you are competent to conduct the research, including all research methods you plan to use
- 20. 1. ANTICIPATED USE OF RESEARCH DATA: If you anticipate using your data beyond your research project, e.g. in a report for another organisation, please explain Notes If there is a further use of the research data how will this will be handled appropriately? Will it be necessary to request further consent from participants? 1. PARTICIPANTS WHO YOU WORK WITH OR FOR: Notes Explain how you have considered relationships with colleagues who you work with or managers you work for as part of this research (if appropriate). Carefully consider any particular issues of conducting research with staff in place of work. How will you deal with these? How will you ensure that your role as a researcher is clear to colleagues? Will you only be conducting the research at specific times in the workplace? If so how will you make this clear to colleagues and/or managers? 1. VULNERABLE INDIVIDUALS: Notes Specify whether the research will include vulnerable groups, including children, vulnerable adults or others. If so, please explain what will be done to facilitate their participation and reduce possible harm to them. If working with people with disabilities, please explain how you will provide any special support that they may need, for instance, in relation to communication
- 21. or to access to the interview site. Consider if there are any particular issues for children, babies, vulnerable adults, English as a Second Language (ESL) speakers, refugees and other potentially vulnerable participants? How will you ensure your research approach takes account of vulnerabilities? Where appropriate Consider how information will be provided to parents, and how consent will be requested from parents if appropriate. Please explain clearly how children are asked for assent to participate 1. PARTICIPANTS IN DEPENDENT RELATIONSHIPS Notes Specify whether participants will include people in a dependent relationship such as relatives, group members (this could affect their ability to decline to participate). How will you ensure that participants feel able not to consent to the research or to withdraw Carefully consider whether potential participants can give unrestrained informed consent and how to reassure potential participants that non-participation is acceptable and will be fully respected. DURATION OF PROJECT START DATE
- 22. END DATE Include relevant documents with this form, which may include: Information sheet ☐ Consent form ☐