course work or research

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💡 Taught Masters vs Research Masters:

There are many types of Master’s degrees, and most of these are Taught Masters . In the United Kingdom, such programmes are also called postgraduate taught or PGT for short. They typically require completing a set number of modules and a thesis (also called dissertation), plus sometimes work experience through a placement. The type of dissertation you will undertake will depend on the type of Master’s degree you are enrolled in, and might for example include your own small research project. Most postgraduate taught degrees have these elements of independent work and research to varying extents.

In contrast, a Research Master ’ s degree will focus on, you guessed it, research. In the UK, such programmes are also called postgraduate research or PGR (although this term may also refer to doctorate programmes). Rather than attending classes every semester and completing module assignments, you will need to focus on an independent research project – under supervision, of course. The course will still include a few taught modules, most often on research methodologies, but it will require you to work independently for most of the time.

Master’s degrees in the UK are usually one year full-time or two years part-time, but in other countries the duration may differ.

Remember: A final dissertation will be compulsory for all Master ’ s degrees. However, a dissertation for an MRes will typically be longer than that for an MA or MSc.

Typically, Research Masters will lead to an MRes degree. At some universities, however, you'll instead be awarded an MPhil (Master of Philosophy) or MLitt (Master of Letters). For more information, have a look at our detailed glossary.

🤔 Is a Research Master’s the same as a PhD?

No, a Research Master’s degree is not the same as a PhD. Although for both degrees you will need to complete a dissertation based on an independent research project, there are notable differences:

• The first difference is the duration : A Master’s degree will typically last one to two years, while a PhD usually takes up about three to five years. The research project you’ll undertake during a doctorate degree will therefore be longer and broader than one you would pursue in a Master’s degree.
• As a PhD student, you’re expected to publish research papers in journals before you are awarded your degree. MRes students might occasionally do that during or after their studies, but it’s rarely obligatory.
• As a PhD student, you’ll most often be expected to take on other duties , such as teaching.

If you wish to pursue doctoral research and a career in academia, a research Master’s degree could be a great option for you as it will allow you to get to grips with and gather valuable experience and training on independent research early on in your studies.

👀 Overview: What’s the difference?

There are a few differences between Taught Masters and Research Masters , and not all of them are obvious.

The table below outlines some of the main elements to consider when choosing which of the two degrees to pursue after your Bachelor’s degree:

Study in Europe: Find your Master ’ s degrees

🏛️ Which should you choose?

The choice between a taught Master’s and a research Master’s depends on a few factors.

• First of all, do you enjoy research more than coursework? Then an MRes may be more suitable – but remember that any Master’s degree, especially an MSc, will have a research component.
• Then, it’s crucial to understand how you like to work and study. Do you particularly enjoy working independently? Perhaps then you can consider an MRes. In a taught Master’s, you’ll have a more solid structure, timetables and regular deadlines to keep you on track, but these may not be as readily available during an MRes, so consider which environment you are more likely to thrive in.  
• Another important consideration is what you want to do after your Master’s degree. If you want to enter the labour market immediately, and you are not particularly interested in focusing on research training, then perhaps a taught Master’s degree is more suited.

💸 Is there a difference in fees between Taught and Research Masters?

No, normally, you won’t find a huge difference in tuition fees between taught and research Master’s degrees. Only in some instances, Postgraduate Research Masters tend to be cheaper.

📝 Can I do a PhD after taking a Taught Master’s Degree?

Yes, you can pursue a PhD after any type of Master’s course, provided that you have a degree in a relevant subject. All taught postgraduate degrees involve some independent work and research, especially for your dissertation, which will prepare you for further research should you choose to pursue a PhD.

Some taught Masters require more independent research work than others, particularly when it comes to the dissertation after completing the taught modules. Consult the curriculum or ask admissions staff to get a better idea of what to expect.

While a taught Master’s degree won’t prevent you from doing a PhD further down the line, it’s vital that you have a good idea of what requirements you will have to fulfil in order to be admitted to the PhD, and how you can best prepare.

If you already have a clear idea of what field you’d like to conduct your doctoral research in, you could take advantage of the joint Master’s – PhD programmes on offer at some universities.

These four-year programmes – also called “combined” or “integrated” degrees – offer the chance to complete a Master’s degree in the first year and to progress seamlessly to PhD research in the next three.

Looking for Masters in Europe? Have a look at these English-taught degrees 👀

Author: Claudia Civinini

Claudia has many years of experience as a reporter and writer on international education and student mobility. Originally from Italy, she holds a BA in Communication and Media Studies from the University of Genova; a Graduate Diploma in Education, Secondary Education and Teaching from the Australian Catholic University; and a joint MSc in Educational Neuroscience from UCL and Birkbeck, University of London. Claudia has previously worked as Chief Reporter for the English Language Gazette, as Senior Reporter for the PIE News (Professionals in International Education), and as Reporter for Tes.

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Coursework or research?

What's the difference between postgraduate degree coursework and higher degree research.

At UTS, you could pursue postgraduate studies by coursework or research.

Postgraduate Degree Coursework

Doing it by coursework means, you’ll attend classes, write assessments, sit for exams and work your way through a set of subjects – a structured program. You could potentially add a research project using your elective.

Programs offered through postgraduate coursework are:

Master of Quantitative Finance

Master of Science – offered in five majors and a no specific major.

Master of Science (Extension) – offered in five majors and a no specific major

Graduate Certificate in Science

Graduate Certificate in Mathematics

Higher Degree Research

Doing postgraduate study by research means, you’ll undertake supervised study and research, guided by an academic supervisor. You’ll work independently on your chosen project with the aim of producing, presenting and submitting a final thesis. The final thesis is your original research and investigation, backed by evidence.

Programs offered through higher degree research are:

Masters by Research  - Science

Masters by Research  - Mathematical Sciences

Doctor of Philosophy (PhD) - Science

Doctor of Philosophy (PhD) – Mathematical Sciences

So, what kind of projects can I undertake as my higher research degree?

You can undertake any project or discipline, as long as the Faculty and UTS has the expertise in the area, and the relevant supervisor agrees to supervise you.

We strongly encourage you to visit the Faculty’s research areas and use the Find a Supervisor  tool, to search a supervisor of your research interest.

Find a Supervisor

Once you've found a potential supervisor, it's important to make contact with them to discuss your research project proposal andmake sure they agree to supervise you.

Are you still confused on which research project to undertake?

You can hear from some of our  current and past research students’ experiences here . This may help you to decide what research project is right for you.

What if I change my mind, after...

I have started a postgraduate coursework program at UTS Science, but now I want to pursue a higher degree research?

You can transfer from your current UTS Science postgraduate coursework degree into the UTS  Master of Science (Honours) . You’ll need to line up a faculty academic to be your supervisor. Entry into the Master of Science (Honours) is through an internal course transfer via the UTS Master of Science or UTS Master of Science (Extension). There is no direct entry into the UTS Master of Science (Honours).

I have started one of the UTS Science postgraduate coursework masters, e.g. Master of Science or Master of Science (Extension),or the Master of Quantitative Finance, but I can no longer continue my studies?

You can exit your degree through the UTS Graduate Diploma in Science or the UTS Graduate Diploma in Quantitative Finance, which are dependent on the number of subjects you have completed.

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What is the difference between a postgraduate taught master’s and a postgraduate research master’s?

Pgce, mres, ma, msc or phd if you’re considering postgraduate study, use this guide to learn the difference between the kinds of postgraduate degrees on offer.

Richard Carruthers

Postgraduate courses come in many formats, ranging from vocational diplomas and certificates through to master’s and doctoral qualifications.

The two most common categories of postgraduate study are postgraduate taught (PGT) courses and postgraduate research (PGR) courses.

As you shop around potential postgraduate courses, you may also come across the PGCE, the LLM, the MRes, the MPhil and the PhD.

But what is the difference between all these acronyms?

Below is a guide explaining the differences between all the postgraduate degrees on offer, including how the application process varies between them.

Postgraduate taught (PGT) courses

Postgraduate taught courses are sometimes called level 7 qualifications and are one of the most common kinds of master’s degrees. When people refer to master’s courses, they usually mean a postgraduate taught course.

These courses are typically one year in duration if studied full-time, or two years if studying part-time.

The course will usually comprise several months of taught classes, much like undergraduate study, followed by an intensive independent research project for the final few months.

These courses have highly specialised content, making them great launchpads for careers where specialist knowledge is required. They are also often used as a stepping stone to more advanced research degrees.

What’s the difference between an MSc and an MA?

Postgraduate taught courses will usually lead to either an MSc or an MA qualification, depending on the subject you choose.

An MSc stands for a “master of science” and will focus on advancing a particular aspect of scientific research across the sciences, engineering, mathematics or a similar field that involves logic, scientific research or numbers.

An MA refers to a “master of arts”, and covers postgraduate taught degrees in the arts and humanities, such as literature, languages, history, cultural studies and some social sciences.

Applying for a postgraduate taught course

To apply for a postgraduate taught course, you will normally be asked to provide transcripts showing your academic performance on your undergraduate degree, a personal statement and a CV.

Your CV should focus on your educational achievements and interests and discuss any project work that shows you have the technical and academic skills needed to be a successful and independent postgraduate student.

Your personal statement can be tackled in a similar way to a cover letter, where you introduce yourself and convey your interest, enthusiasm and motivation to study the subject. It is also advisable to tailor your statement to each course you apply for and to explain your interest in some of the modules offered by that specific course.

It can also be beneficial to demonstrate some thought around where the course will lead you in the future, whether that’s into a new career or towards further study.

With postgraduate taught courses, you often won’t have to submit a research proposal for your research project as part of your application, as the taught elements of the course are meant to help inform your research proposal.

However, some postgraduate master’s courses may ask for you to submit a research proposal or at least have an idea of the topic you want to do your master’s dissertation on, even if this changes later.

Applying to master’s courses is generally done through a decentralised system, meaning you apply individually to each course and university. Each institution will set different entrance and application requirements. Check the exact requirements your course is looking for, and get in touch with the institution’s postgraduate admissions office with any questions.

What are MRes and MPhil degrees?

The MPhil stands for “master of philosophy”. The MRes course option, which is relatively new but has grown in popularity in recent years, stands for a “master of research”.

Much like postgraduate taught courses, both the MPhil and the MRes are technically classified as level 7 qualifications, and typically take one year to complete.

The main difference between an MRes or MPhil and a postgraduate taught course is that MRes and MPhil courses place much more focus on individual research, with as much as 60 per cent to 100 per cent of either degree consisting of a personal research project.

Given the heavy research focus, MRes and MPhil courses tend to contain fewer taught classes, but you will usually receive training in research techniques. As a result of the research focus, an MRes or an MPhil may help prepare a student for a doctoral programme (PGR) or a career that requires specific research skills and techniques.

Applying for an MRes or MPhil course is very similar to applying for a postgraduate taught course, but you may be asked to submit a research proposal as part of your application, so it’s important to have an idea of the kind of research project you would like to pursue.

Doctorate courses

Postgraduate research (PGR) courses are sometimes called level 8 qualifications and usually refer to doctorate courses.

These courses take about three to four years of full-time study to complete, but the exact duration of a doctorate course depends on whether you get involved in teaching, how long your research takes to complete and how long it takes you to write your doctorate thesis.

Successful PhD candidates are awarded doctoral qualifications such as doctor of philosophy (PhD) or doctor of engineering (EngD), depending on their field of research.

Research is the core component of a PhD programme, and you will be expected to produce original work on a specific subject topic, usually in the form of a thesis.

Doctorate qualifications are often a prerequisite for a career as a university academic, researcher or scientist in industry.

Applying for a doctorate (PhD) programme

To apply for a doctorate degree, you’ll need to submit a personal statement and a CV, both providing evidence of your academic experiences and passion for the subject.

Some PhD programmes will expect you to have already completed a postgraduate taught programme, but this isn’t always essential.

For a PhD, you may also be asked to submit a detailed research proposal outlining a specific research question you would like to address, the subject area you will work in, and the approach you would take to solving this.

Your proposal should demonstrate your current knowledge and discuss how your research idea could develop or challenge existing knowledge. You should also mention the potential significance of your research and why it would be a useful contribution to your chosen field.

Usually, you will be expected to apply individually to each PhD programme you’re interested in. Places will usually be dependent on your academic achievements, but also on the funding available in your chosen university department and whether the university can provide an appropriate supervisor.

If you’re considering applying for a PhD, it may be worth contacting academics individually to discuss whether they’d be interested in supervising you and asking about any funding opportunities.

Other postgraduate courses

Aside from the categories discussed above, there are many other classifications of master’s degrees, including postgraduate diplomas and certificates.

Often these lead to a vocational qualification that is used to gain entry to a specific profession.

Examples include the postgraduate certificate of education (PGCE), which leads to a career in teaching, the graduate diploma in law (GDL) or master of law (LLM), which opens the door to the legal professions, or the master of business administration (MBA), which is a common choice for business professionals looking to gain entry to C-suite positions.

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Difference between taught vs research masters postgraduate programmes

Postgraduate studies offer a wide range of opportunities for students looking to further their education and career prospects.

Choosing the right postgraduate programme can be overwhelming, especially when faced with the choice between taught and research-based master’s degrees.

While both options lead to a master’s degree, they differ significantly in their approach, content and outcome.

Taught master’s programs are structured, classroom-based courses that provide students with in-depth knowledge and practical skills in a specific subject. Research-based master’s programs, on the other hand, focus on cutting-edge research in a particular field and are designed to equip students with advanced research skills and expertise.

In this article, we explore the differences between taught vs research masters programmes, to help you decide the best path to pursue based on your interests and career goals.

Taught masters vs research masters – what’s the difference?

Postgraduate students can choose between two main types of master’s programmes: a taught master’s and a research master’s. The differences between these two types of programmes can be seen in their:

• assessment methods,
• and overall focus.

Taught master’s, also known as coursework or postgraduate taught degrees, typically have a fixed and structured timetable.

These programmes include a structured curriculum with modules and seminars that aim to provide students with a broader understanding of a specific field.

The proportion of taught courses and research projects in a taught master’s programme is normally 2/3 taught courses to 1/3 research project. Examples of taught master’s degrees are Master of Arts (MA), Master of Science (MSc), Postgraduate Diploma (PGDip), and Postgraduate Certificate (PGCert).

On the other hand, research degrees, also known as masters by research, focus on independent research in a particular area of study under the guidance of a supervisor.

These programmes have no set timetable and research is the primary focus.

The proportion of research projects and taught courses in a research master’s programme is reversed from a taught master’s with the majority of the effort being in research projects. Examples of research master’s degrees are Master of Research (MRes) and Master of Philosophy (MPhil).

The assessment methods also differ between the two types of programmes. Taught master’s programmes generally require a final project or exam, while research master’s programmes culminate in the submission of a dissertation that is solely assessed based on the quality of the research conducted.

Should I study a taught or research masters degree?

Choosing between a taught or research Masters ultimately depends on individual preferences and goals.

A taught postgraduate course generally focuses on providing a structured programme based on pre-existing knowledge and skills, leading to a diploma or MSc certification.

On the other hand, a research postgraduate programme, such as an MRes, emphasises research skills and independent study, leading to a research-based qualification.

If one prefers to study in a traditional classroom setting and wants to acquire further knowledge in a specific area, a taught course may be more suitable.

If you are more interested in becoming an expert in a particular field and honing their research skills, then a research Masters may be more appropriate.

It’s important to consider your career goals and choose the programme that best aligns with those aspirations.

What about the other types of masters degrees?

Apart from the popularly known MBA (Master of Business Administration), there are several other types of masters degree available.

Some of the common ones include MSc (Master of Science), MRes (Master of Research), MPhil (Master of Philosophy), and various other taught or research masters.

MSc programs are popular among students looking to advance their knowledge in a scientific field, such as engineering, medicine, or environmental science. For example, the MSc Immunology and Immunotherapy program at the University of Birmingham focuses on subjects like cancer genomics and immunology, providing a balance of taught elements and research opportunities.

MRes programs, on the other hand, focus on research, preparing students for a career in academia or research-based roles in industry.

For instance, the MRes Cancer Sciences program at the University of Birmingham allows students to spend about six to seven months working on a research project after completing their taught modules, providing extensive hands-on experience.

MPhil programs, like the MRes, are often seen as a stepping stone towards a PhD and are mainly research-based. They may involve rotations between different projects, with the final project often leading to a PhD topic.

MPhil programs sometimes stand alone as qualifications, but they usually involve no teaching elements, consisting solely of independent research projects.

Other taught or research masters cover a wide range of subject areas and may focus on specific industries or have a broader perspective. For instance, there are masters programs in ancient history, archaeology, political science, marketing, and communications, among others.

Postgraduate studies are a great way to gain specialized knowledge and develop professional skills , making a taught or research master’s degree a valuable qualification for various career paths.

When considering a postgraduate program, it is important to research the course details and seek advice from current or former students to ensure it aligns with your future goals and interests.

Is there a  tuition fee difference between taught vs research masters?

There is typically a difference in tuition fees between taught and research masters programs. Taught masters programs, such as MSc degrees, are structured around coursework and are usually completed within one to two years.

They often require more resources, such as faculty time and classroom space, which can drive up the cost. In comparison, research masters programs, like MRes degrees, focus on independent research and usually have less contact time with professors, which can result in lower tuition fees.

However, there are exceptions, and tuition fees can vary from program to program.

Taught masters degrees may be more affordable than research masters due to their structure and the prevalence of such programs.

It is essential to research and compare the costs and benefits of each type of program and consider how it aligns with one’s personal and professional objectives.

Wrapping up – taught and research masters

Postgraduate students have a choice between two main types of master’s programs: taught and research-based. Taught programs are structured, classroom-based courses, while research-based programs focus on independent research.

The decision to choose between a taught or research master’s program ultimately depends on individual preferences, goals, and career aspirations.

It is important to carefully research and compare the costs and benefits of each type of program and consider how it aligns with one’s personal and professional objectives.

Key takeaways include:

• Taught master’s programs are structured, classroom-based courses, while research-based programs focus on independent research.
• Taught programs provide a broader understanding of a specific field, while research-based programs offer deeper insight into a particular research area.
• The decision to choose between a taught or research master’s program depends on individual preferences, goals, and career aspirations.
• There is typically a difference in tuition fees between taught and research master’s programs.
• the need to consider individual preferences and career aspirations,
• the difference in structure and focus between taught and research-based programs,
• and the difference in tuition fees.

 Postgraduate studies offer a valuable opportunity for students to gain specialized knowledge and develop professional skills, making a taught or research master’s degree a valuable qualification for various career paths.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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What's the difference between a Masters by Coursework and a Masters by Research?

A  Masters by Coursework  is a professional qualification involving the study of a specified set of core units and a selection of eligible elective units. Undertaking a coursework program will mean that you will attend classes, complete assignments and sit exams where applicable. Some Masters by Coursework also require the completion of a minor thesis as part of the course. Dependent on the course, part-time and online study options are available. For more information, please see our  Postgraduate Study at ECU  web page. A  Masters by Research  involves the submission of a completed thesis based on an independent research project. Students studying a Masters by Research work independently with the support of a supervisor and the School. Students may be required to attend units to help expand skills in the area of research. For more information, please see our Research Degree  web page.

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Published: 4 Sept 2023

4 Sept 2023 • Knowledge

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What is Coursework

First of all, you need to understand what is coursework and how to write it. When one is writing a coursework, they have to do profound research that will reveal their knowledge base. A coursework may consist of design studies, field work, projects, long essays, and other kinds of work. Depending on the particular course, it can be performed in a number of ways. You need to write a coursework not only to show what you know about a particular subject and enlarge your knowledge base but also to prepare yourself to deal with the work you will need to perform in the future.

The Oxford Dictionary defines coursework as the type of practical or written work performed by a student and assessed by their professor. Hopefully, it makes the coursework meaning clearer for you.

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Why coursework is necessary and who assigns it.

Now when you know what is coursework, you also have to understand why it is needed. Usually, a student's mentor or teacher assigns coursework as it is a part of the course structure. Writing a coursework is important since it helps the student reflect on what they have learned from the given course. Realizing the coursework meaning, one can understand the material better and see how their knowledge can be applied in various situations. This type of work also reveals the student's way of thinking and helps them learn how to express their thoughts. Coursework has an utterly diverse nature. A student's instructor can ask them to perform it in a written way and work on an essay, term paper, or thesis (this form of coursework is the most widespread). A coursework can also be done in a more creative way; for example, a student may be asked to create a sculpture. At times, taking a test is preferred by the instructor. In some cases, several types of coursework can be combined into one. Choosing a specific type or a combination of types depends on the course. Whatever the kind of coursework is, it always requires being evaluated. The student's mark will be based on their understanding of the topic, creativity, as well as on the innovative aspect of their work.

How to Perform the Most Important Types of Coursework?

Even understanding the coursework meaning, students have mixed feelings on it. Some of them like to do research, learn new information, and write about the results, while for others, it seems to be an unnecessary task, or even a burden. Whichever opinion is true for you, being a student, you will still have to write a coursework at some point. For this reason, you need to know how to do it successfully. Below you see the list of rules and guidelines that will make this task easier for you.

Read these steps carefully and make sure you follow them as they will help you get started.

Coursework that requires writing:

• Carry out superficial research on the topic of your coursework.
• Settle on your topic.
• Work on the structure of your coursework.
• Make a summary or an abstract and confirm it with your instructor.
• Conduct profound research to find all the information you need.
• While writing, keep on researching the topic more.
• When you are done, check your coursework for plagiarism.
• Make a reference list.

To make sure that your coursework features a good content that is clear and easy-to-understand for your reader, work on the structure of your work. Check out if you maintain its consistency, use relevant information, complete your topic, and make it look concise.<

Coursework that requires to create a model, sculpture, or artwork:

• Find a design or concept you like.
• See how it can be applied to the area of your study.
• Think about what you want to create and decide on the scale of this object.
• Decide what kind of materials you need to finalize your work.
• Find everything you need for creating your artwork.
• Make sure that you have a mental image of the result and make a rough sketch of it.
• Begin working!

Key points you should consider:

• Originality - You need to be sure that your topic or idea is original. It is an extremely important point you have to keep in mind from the very beginning of your work. Numerous researches are being done by numerous people, so you have to make yours stand out.
• Need - Your coursework should be able to answer certain questions or find solutions. For that, it has to identify the key problems and help the reader understand them clearly.
• Uniqueness - Both your topic and your content have to be unique. Make sure to avoid plagiarism and never copy information from other sources. Conduct surveys or prepare questionnaires to add originality to the content of your coursework.
• Your input - This aspect is very important. When working on your coursework, you need to reflect on your topic a lot and understand how you can apply it. If you do it, the purpose of writing a coursework is served. For this reason, do your best to make as much input in your work as possible.
• Outcomes & future applications - Even if you have worked hard and put a lot of effort into writing your coursework, it can turn out to be a failure in case you do not show useful outcomes. Therefore, you need to provide a well-made analysis of the information you used. Make a well-structured conclusion for your topic and talk about the way it can be researched further.

If you keep all these points in mind and follow the guidelines, you will certainly write a good coursework.

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How to Write a Coursework

Coursework projects do not resemble essays, research papers, or dissertations. They are the combination of all three. Students spend less time writing coursework than on making a term paper, but this type of work requires more time and efforts than an ordinary essay - it is made of several essays. Thanks to our guide, each student can discover how to write coursework. If you are running out of time or lack experience to complete the specific coursework, we recommend using our coursework writing services to hire professional academic writers.

What is Coursework and Why Does It Matter?

Coursework definition: General Certificate of Secondary Education (GCSE) coursework is a typical academic assignment, given in the course of study to evaluate the student’s knowledge, skills, and identify the final grade. Many students face this type of writing in the US colleges. One of the examples is a coursework UTD (The University of Texas at Dallas) - the requirements of this institution are strict, and many students fail to submit their papers and pass the corresponding courses.

Such type of assignment helps to have the ‘detective’ hat on: a student observes, examines, and evaluates the chosen topic using credible, up-to-date, and relevant sources. Working under controlled conditions is important. Participating in every school class will help to prepare good coursework by the end of the term. Take a look at the examples of what students of various profiles may face:

• English Composition - English coursework is an extended essay in most cases. A student has a right to pick the topic. The tutors provide their students with the list of recommended titles to choose from, sources to observe & analyze, and a format (e.g., a comparison between different relevant articles)
• Sciences - coursework for science is a complicated assignment. Such type of work appears in the form of a scientific paper to test what a writer investigates and reports independently.
• Geography - geography coursework is about collecting, reporting, and explaining information to reply to a certain geographical question or offer solutions to the problem. One idea is to explore the usage of a shopping mall or analyze the recent tornado. No matter whether you have to prepare a coursework Columbia or such paper for other educational institutions, keep in mind these differences!

Types of Coursework Explained

English Language coursework is the most common type of this assignment. At advanced GCE level, the student will be expected to write a couple of essays, totaling 3,000 words. Every assignment is 20 marks maximum.

An analytical essay : Evaluate, compare, & contrast 3 different sources of data interconnected by a common theme; written /spoken / multimedia content. Discuss different uses for targeting various audiences. Learn more on our blog.

Original essay with a supportive commentary : A student will have to come up with a single piece of media writing in the observed modes (written, spoken, or multimodal). Add a supporting piece with details about the aspects of English language. English Language & Literature coursework is a bit different. The basic requirements are the same, and the parts are:

An analytical study : Sharing an analysis of the chosen piece and its relation to the related content. It will show how well the writer understands the original piece. Tutors grade such works based on the:

• Use of the proper terminology and the coherence of the written words;
• Understanding & evaluation of the way a structure, form, and language create the written & spoken word;
• Opportunity to observe relationships between various pieces of writing.

Creative writing & commentary : Produce a creative piece that imitates the style of the assessed text. Share comments to backup your understanding. The goal is to show the knowledge, prove the competence, and use appropriate language skills in communicating with the target audience. You will also need a relevant coursework resume (review) in both cases. Keep on reading to learn how to write coursework of A level.

How to Write a Coursework: Guide for Students

Several factors may lead to the coursework being disqualified. It is a serious matter! The risk factors include:

• Plagiarism - it is the worst thing that could happen to any type of academic assignment. Lots of relevant information is available on the world wide web today, and the tutors are strict about the issue of plagiarism. Write everything in your own words! If you decide to insert the quotes from the sources, apply the suggested citation format and develop a list of references. Sign the declaration claiming it is your original project. If you're unsure about how to approach this, seeking professional help by choosing to write my coursework can be a wise decision.
• Word count - do not ignore the specific requirements concerning the length of the coursework. Specify if the footnotes, appendices, & references are included in the word count.
• Topics - go through the list of available themes. If there is an examination planned on the specific topic, try to pick another idea for the coursework.
• Tutor’s assistance - do not ignore the help of your instructor, ask them to provide guidance on what to write. Ask the questions to learn more details, but keep in mind they can go through the 1st draft once and just offer some general recommendations.

Choosing a Topic for Your Project

Dedicate enough time to this extra important question. Select the field of your interest if it is possible to relate it to the course. That is the golden rule of choosing a coursework topic - keep in mind the rest of the hints:

• Analyze the offered list of topics or develop yours
• Pick a topic from the area of your expertise related to the studied subject
• Select the topic you are interested in
• Choose the topic you’ve started to observe in the past
• Check how much relevant, up-to-date information is available on the Internet about each of the topics
• Pick what you can measure, change, & control (they call it a ‘fair test’)
• Use the ideas of previous researchers and students
• Do not choose a topic with a vast scope - you risk struggling to research it correctly

10 Good Coursework Topics

• Non-traditional Forms of Poetry with TC Tolbert
• Documentary Foundations: Usage of Oral Histories with Beth Alvarado
• Traditional Forms of Poetry
• Hermit Crabs: Type of Fiction
• Writing the Autobiographical Poem
• Creative Non-Fiction on the Examples of New Journalists
• Authors without Borders
• Writing the Sticky Stuff
• Socially Engaged Literary Arts
• Common Vocabulary

Research & Data Collection

Research is an integral part of coursework. Have you written research papers before? If yes, you will find it easier to select proper primary & secondary sources and gather the necessary information (evidence to support the main point - thesis). Depending on the required paper format, cite & reference the following sources:

• Books & e-Books

Base the project on a specific hypothesis. The research must start with minimum one hypothesis. The research stage for some topics may consist of visiting websites to collect information. Leave another time for collecting the data as it is the heart of the research. Three methods of data collection are known:

• Direct personal investigation : The one an author does individually (using literature and findings from previous studies);
• Interview/Questionnaire : The researcher should gather the data from the respondents asking questions regarding required data;
• Discussion with community leaders : Community leaders are approached to fetch information for the necessary data.

In case a student works on a scientific experiment, they should pay attention to planning the analysis with the help of rigorous scientific methods (keeping in mind the Health & Safety precautions you take). Review background information and theories. Take notes to express what you expect to occur to compare & contrast it to what happened in real life. In the write-up stage, one has to evaluate and present the findings.

Writing a Coursework Outline

The writing process follows the research. Do not start it without preparing an action plan and scheduling the work - a paper pin for English coursework is based on an extended essay . An outline will look different for the science coursework projects. The goal of creating a plan is to prevent a writer from being disorganized and waffling.

Let us explain coursework outline on the specific example - a project on the global pursuit of lower costs and the role of human rights.

Start with the brief introduction explaining why it might be a topic of interest for many people. Mention those vast corporations like Wal-Mart abuse human rights by choosing and using child labor in the factories.

Provide an overview of the problem . Define human rights and costs. Pick the definitions from the official dictionaries and cite them properly when inserting in the text. Try to explain the terms in your own words.

Develop a body of the coursework , start with the case for & against ethical business practices. Using evidence and examples, list the arguments supporting ethical business practices and another side of the coin. Include a business case for ethical practices after the opening body paragraph.

Move to discussing ethical responsibilities ; explain why business organizations should care about the ethical aspects of their activities. After three sections of the body, one can conclude the paper. It can be a good idea to share a fact or statistics stressing the importance of research problem in the essay conclusion. End up with the reference list that may look this way:

• Klein N (2000) No Logo (Flamingo, London)
• Marcousé I, Gillespie A, Martin B, Surridge M and Wall N (2003) Business Studies 2e (Hodder Arnold, Oxon)
• Royal Dutch Shell (2006) 4th Quarter Financial Report at (site example)

Additional Elements

Supporting materials and pictures are a must! The sciences & geography projects require tables, charts, graphs, and other types of images to illustrate the complicated topic. Not only should you add the pictures - it is essential to interpret and reference each of them. A separate part of the coursework where the student list and explains every visual element is Appendix , and it is an optional part. The presence of appendix increases the chances to earn an A+.

How to Write an Introduction for Coursework?

Most of the students underestimate the role of introduction & conclusion when it comes to writing an essay. An eye-catchy introduction is a key to success. The primary purposes of a coursework introduction are:

• To grab the reader’s attention
• To introduce the topic
• To explain the research importance
• To come up with a compelling thesis statement

The opening paragraph shows the depth of the writer’s acquaintance with the topic. Look at the expert tips below. They will help to learn how to write a coursework introduction to make the tutor want to read your entire paper.

What Is an Introduction?

The introduction of GCSE coursework is the opening paragraph that aims to interpret the central questions and purposes of the entire paper. It should have several elements to be effective. Those are:

• A hook sentence
• Background information
• Problem significance
• Solid thesis statement

Advice from our Experienced Writer

How to write an introduction to coursework? The quality of this part predetermines paper’s success. Look at some common mistakes writers do while working on the coursework introduction - try to prevent them!

Ignoring the prompt. Many students tend to neglect the tutor’s instructions. It is critical to read the prompt several times, highlight the main points, research question, rules, and grading rubric details.

Missing a plan. The prompt does not always say to develop a coursework outline. Without a plan for every separate section, it is impossible to write a flawless piece step-by-step. No matter whether you have to write a term paper, research paper, dissertation, or C3 coursework, get ready with the detailed plan. Once you understand how to write an introduction, it will be easier to develop the rest of the paper.

For those who need a helping hand in ensuring their work meets all the standards and deadlines, don't hesitate to buy coursework from trusted professionals.

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Open Access

Ten simple rules for leading a successful undergraduate-intensive research lab

Roles Conceptualization, Writing – original draft, Writing – review & editing

Affiliation MIT-WHOI Joint Program in Oceanography/Applied Ocean Science & Engineering, Cambridge and Woods Hole, Massachusetts, United States of America

Roles Conceptualization, Project administration, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliation Biology Department, Utah Valley University, Orem, Utah, United States of America

• KJE Hickman, 
• Geoffrey Zahn

Published: April 11, 2024

• https://doi.org/10.1371/journal.pcbi.1011994
• Reader Comments

Participating in mentored research is an enormous benefit to undergraduate students. These immersive experiences can dramatically improve retention and completion rates, especially for students from traditionally underserved populations in STEM disciplines. Scientists typically do not receive any formal training in management or group dynamics before taking on the role of a lab head. Thus, peer forums and shared wisdom are crucial for developing the vision and skills involved with mentorship and leading a successful research lab. Faculty at any institution can help improve student outcomes and the success of their labs by thoughtfully including undergraduates in their research programs. Moreover, faculty at primarily undergraduate institutions have special challenges that are not often acknowledged or addressed in public discussions about best practices for running a lab. Here, we present 10 simple rules for fostering a successful undergraduate research lab. While much of the advice herein is applicable to mentoring undergraduates in any setting, it is especially tailored to the special circumstances found at primarily undergraduate institutions.

Citation: Hickman K, Zahn G (2024) Ten simple rules for leading a successful undergraduate-intensive research lab. PLoS Comput Biol 20(4): e1011994. https://doi.org/10.1371/journal.pcbi.1011994

Editor: Russell Schwartz, Carnegie Mellon University, UNITED STATES

Copyright: © 2024 Hickman, Zahn. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

This is a PLOS Computational Biology Benchmarking paper.

Introduction

Undergraduate research (UR) is a high-impact practice that has been demonstrated to benefit student learning, persistence, and career preparation [ 1 , 2 ]. Undergraduate research serves as a robust intervention for students from underrepresented groups who are at risk of dropping out of college [ 3 , 4 ]. By engaging students during their early years of study, they develop a sense of community and gain access to faculty mentors. A preliminary introduction to the research environment gives students time to develop their science identity and makes them more resilient to difficulties encountered during their educational careers [ 5 ]. The literature on positive outcomes associated with participation in UR is broad [ 6 ], encompassing large public research institutions, private institutions, and liberal arts colleges.

Faculty at Primarily Undergraduate Institutions (PUIs) face a unique set of challenges to maintain scholarly productivity and “successful” research programs. They often have fewer external funding opportunities [ 7 ] and far higher teaching loads than faculty at research-intensive (R1) universities. Many R1 institutions provide research opportunities for undergraduates by incorporating them into ongoing projects led by graduate students and/or postdocs, via short-term programs or with course-based undergraduate research experiences (CUREs, see Rule 10), which can be successful at any type of institution. However, the luxury of graduate student and postdoc labor is not available to most faculty at a PUI—instead, they must rely on the involvement of undergraduate researchers.

Working with undergraduate students themselves presents some unique challenges. Typically, graduate students have a more refined set of skills and direction when they begin mentored research. They also have more financial support and time dedicated to research. Conversely, undergraduate students generally require a high investment toward training before they can be independent researchers. This is because undergraduates are enrolled in full-time coursework and are only with the lab for a short time before they graduate and move on to careers or graduate programs.

While there is considerable overlap in practices that lead to successful labs in both R1 and PUI settings, the unique challenges of running a lab at a PUI require specialized approaches for recruiting lab members and fostering lab success. There has been rich discourse on methods to increase the health and productivity of research labs [ 8 – 11 ]. However, we note that much of the advice (even when about undergraduate students) has been geared toward R1 labs with postdocs, graduate students, and reduced teaching expectations for faculty. Here, we discuss some “rules” tailored to the specific challenges facing the principal investigators of research labs at PUIs, particularly at public universities that serve a diverse student body.

Rule 1: Determine what “success” means in your lab

The crucial first step is to decide what “success” means for your PUI research lab. Setting this down in writing and communicating it to lab members will help to set the tone and focus of the lab. While external funding and publication quantity/quality are important metrics for lab “success” in some settings, we would argue that lab success at a PUI is most usefully defined as student success ( Fig 1 ).

• PPT PowerPoint slide
• PNG larger image
• TIFF original image

Defining lab success as student success is foundational to the 9 other rules for running a successful undergraduate-intensive research lab. This definition is informed by lab standards, training methodologies, and recruitment strategies. Cultivating the principles endemic to each rule promotes student success which, in turn, provides further opportunities to strengthen the lab’s success. These mutually reinforcing processes build lab community and facilitate successful undergraduate research labs.

https://doi.org/10.1371/journal.pcbi.1011994.g001

Student success can be measured in many ways, from retention and graduation in STEM, to increased science identity and critical thinking skills, to poster presentations, internal grant awards, and placement in graduate/professional programs. Selecting and tracking these metrics of importance will help you define your lab’s role in student success and prioritize your lab’s activities and engagement. Students who join your lab will have diverse educational and career goals, so it is imperative to have a plan in place for incorporating them into your lab’s pursuits. For example, a student planning on medical school might want to attend a different conference than one planning on graduate school, or a student considering other callings (communication, law, science policy, etc.) might benefit from altogether different career-development experiences. At all points, maintain an open dialogue with lab members about how their activities will lead to their own success in the context of the lab, and solicit feedback from each of them (individually) about what they view as “success” on short-term (approximately 3 to 6 months), medium-term (approximately 1 to 2 years), and long-term (>3 to 5 years) timescales.

The diversity of skill levels and interests you encounter with undergraduate lab members may shape your lab’s research goals in ways you did not anticipate. Some students may want to simply assist on someone else’s project, while others will be eager to start their own line of original research. Keeping a flexible research agenda to accommodate student interests and skills is fine, but undergraduates may want to push the boundaries of your lab’s unique focus beyond what you are capable of effectively supporting. Having a clear statement of “lab success” and putting lab goals in writing in a formal document will help you to guide students toward activities that support both them and your lab. An example undergraduate lab handbook has been archived online via Zenodo [ 12 ].

Rule 2: Approach students early

Science is a multifaceted and often slow process. With the high training investment and heavy course loads characteristic of undergraduate students, the research process is slowed even further. Be prepared for things to take much longer than you expect. Actively recruiting early-stage students, even local high-school students, is a winning strategy to overcome this challenge. This will provide you with ample time to test mentoring strategies, train the students in relevant methodologies, and benefit from their application of this training. Moreover, allotting sufficient time for the students’ training will facilitate their development into independent scientists with the ability to generate and investigate their own questions and ideas.

Freshmen and sophomores in your courses may not be aware that undergraduate research is even an option. PIs at teaching-focused institutions usually have consistent access to early students through the courses they teach. Spend a bit of time in class discussing research opportunities and benefits at your institution, and use examples of student research to highlight course content. Invite your current research students to present their projects in class to help you recruit, and invite interested students to shadow in the lab for a day. Highlighting the availability and inclusivity of undergraduate research and its importance to student success can help raise awareness in student populations who otherwise may have never been told that they could be a scientist.

Rule 3: Structure projects for peer collaboration

As a faculty member at a PUI, teaching is typically your first priority. With such restrictions on research time, a peer-mentor model can be a useful asset in your lab. This is analogous to the peer-mentor models employed by PIs at R1 institutions, with postdocs helping mentor PhD students [ 13 ]. In an undergraduate-only setting, the time and effort spent training students to serve as peer-mentors is significantly greater. After they are trained, peer-mentoring roles can be negotiated that lead to beneficial experiences for both mentor and mentee students [ 14 ]. This model can be an especially empowering role for the student mentor, developing their self-perception as a scientist. Moreover, this model develops teamwork skills and adds an element of peer-accountability which has been shown to improve retention and enjoyment of the scientific process [ 15 ].

In a PUI research setting, most students generally benefit from rotating through projects and/or duties. This variety exposes them to ideas and processes that may eventually shape their career path. Incorporating new students into senior students’ preexisting projects facilitates a flexible lab environment, which cultivates skill exploration, preparing them for independent research [ 16 , 17 ]. Good communication between the PI and the student research teams is also important for clearly defining roles, authorship credit, and project development. A collaborative lab environment will always be more successful than a competitive one, and you should take care to model and reinforce good collaborative practices.

Rule 4: Get students’ hands dirty

Undergraduate students typically seek out research labs because they have a vision of what research looks like and a perception of themselves as part of this process. For example, students may visualize researchers in a white coat at the lab bench, knee-deep in a bog, or logging onto a supercomputer. There are many ways to conduct research and these variations may not be equally recognized among undergraduates. Consequently, students should be engaged throughout various steps in the research process in order to enrich their contextual understanding and experience. There is no substitute for hands-on experience. Engaging students in active research protocols early on increases retention and improves chances of attaining high-skill positions in STEM [ 18 ].

A few roles on research projects in which new students can easily participate range, for example, from data collection and entry, to student–student peer review, to computational analyses, depending on student background. As students progress, this list can expand to include more intensive responsibilities. Allowing students to participate in a broad range of scientific tasks will equip them with an applied understanding of the hidden processes in science and build early intuition for this work [ 19 ].

Rule 5: Encourage a well-rounded education

Science is a highly creative pursuit and meaningful STEM careers can follow myriad paths. For example, a student may take interest in science communication, policy, or advocacy. Encourage your students’ diverse interests and allow them to follow their passion. This applies to the lab, their research questions, and their academic and personal life. They may want to take a ceramics class, learn to scuba dive, or spend time volunteering with campus organizations. Extracurricular activities and experiences build well-rounded individuals and more creative scientists, as well as making them more competitive applicants for jobs and postsecondary educational programs [ 20 ].

Talking to your students about their non-research passions may inspire new research paradigms or even inform how you communicate science from your lab. Promoting a healthy work/life balance and embracing the diversity of personal interests in your lab will make you more approachable and help foster an environment where lab members feel respected and fulfilled. Happy students do better science and have a positive effect on lab success.

Rule 6: Tailor your lab to your mentorship style

Different personalities and skill sets lead to different mentorship styles. When organizing your lab, it is helpful to do some self-reflection about what sort of mentor you want to be. Developing a formal mentoring philosophy can be facilitated through mentorship training from your institution, professional societies, and government agencies. These are excellent methods to spark introspection and define your strengths, weaknesses, and goals as a mentor.

How many students can you effectively supervise? How many different ongoing projects are feasible? The right answers to these and other questions will vary for every PI. Some may be comfortable establishing a large research group with formalized peer-mentoring and defined projects. Others may do better with a small group and closer interactions with each student. It takes time to develop trust and rapport with students, and without it, they may not feel comfortable failing or asking for help. It is important to be intentional and aware of your limitations. It is also important that each student in your lab gets the individual attention that they need.

Rule 7: Collaborate early and often

Science is inherently collaborative, and collaboration is a skill [ 21 ]. This is particularly important when running an undergraduate research lab where student training and graduation timelines do not leave much room for extensive data collection. Multiyear projects that students contribute to during their short tenure can leave most participants without tangible products to show as they apply for the next steps in their career pathway. To get things done on an undergraduate timeline, collaborations with external partners can be key.

Your lab will likely have some methodological focus that could be invaluable to other research teams. For example, if your undergraduate lab focuses on computational training, you will probably have external research labs eager for you to analyze data. Colleagues at R1 institutions often see PUI partners as a benefit for funding opportunities as well (e.g., NSF Broader Impacts). Use your professional network to advertise what your students can do and actively seek out collaborative opportunities with your academic, industry, and governmental contacts. This creates opportunities for your students to participate in projects they could not do alone, builds their professional networks, and teaches them how to be good collaborators.

Rule 8: Practice radical inclusivity

Building an inclusive lab takes effort and commitment. Most of the excellent advice for establishing an inclusive and antiracist lab [ 8 , 11 , 22 ] is directly applicable to undergraduate research settings as well, so we will not repeat it here. However, special considerations should be noted for PUIs. For example, you will likely encounter a greater proportion of first-generation/low-income and underrepresented students at a public PUI, as each stage of the educational pipeline successively excludes more students from those populations.

Students who are the first generation in their family to attend college, who come from low-income backgrounds, and/or who identify with underrepresented groups in STEM are far less likely to approach and interact with faculty either formally or informally [ 23 ]. This makes it crucial for faculty to proactively initiate discussions and actively recruit undergraduate lab members rather than wait for students to approach them. Underrepresented students benefit more from faculty-mentored research than any other group [ 24 ] and inclusion in undergraduate research has been shown to improve these students’ persistence in STEM [ 25 ]. Find the time to meet with students from these groups, whether in your classroom or by attending extracurricular events geared toward these student groups. Invest in creating a lab environment that will support a diverse group of students and then actively recruit them early in their educational journey.

Rule 9: Compensate students for their contributions

One of the most impactful differences between graduate and undergraduate researchers is that the latter are primarily full-time students, typically with no expectations or compensation for research activities. Finding ways to compensate undergraduates for research equalizes who can afford to participate. Your university may have internal grant mechanisms that pay or subsidize wages for undergraduate student research labor. Be proactive in finding these and other funding sources and, if paying your students is not an option, you may be able to compensate with course credit. Aside from equalizing access, compensating your students fosters mutual respect for their work/life balance which sets a precedent for students to respect their own time, manage expectations, and not overcommit.

Rule 10: Incorporate research into your teaching

While one-on-one mentoring has the highest impact on students [ 19 ], the time investment required for this practice is not always scalable. Course-based undergraduate research experiences (CUREs) offer a way to reach more students [ 6 ]. CUREs can make research participation more inclusive and available to students who may not be aware that mentored research is an option, and they reach a “captive audience” of students who may never have considered engaging in research. It also allows a wide range of students to add meaningful research experience to their professional portfolio while earning credits toward their degree. Teaching a CURE is separate from running a research lab, but it invariably extends and informs your mentoring. The pedagogical literature has many good examples of how to design and effectively manage a CURE in your classroom [ 26 – 30 ].

Conclusions

While the habits and attitudes that lead to successful research labs overlap considerably between an R1 and a PUI, there are unique features and special challenges in an undergraduate-only lab group that deserve special consideration. Here, we have tried to highlight some of the important practices that can transform those challenges into opportunities. Faculty at public PUIs play a critical role in preparing underserved students for careers in science, and often influence the types of scientists that these students will become. By teaching them how to be good scientists and collaborative community members, and how to cultivate a deep well of patience and compassion, you’re enabling their success. Framing “lab success” in terms of “student success” as a guiding principle will lead to positive outcomes for students and your lab.

Acknowledgments

Thanks to Michael Rotter for constructive feedback on the original manuscript. Thanks to the bouncer at The Muddy Charles for providing invaluable feedback on the layout of Fig 1 . Finally, thanks to undergraduate researchers everywhere. This manuscript is the result of a collaboration between a PUI faculty member and a former undergraduate student.

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The course consists of five easy-to-digest sections. Click a section to learn more.

Course Content

Section 1: research methodology basics.

• The big picture: Understanding the broader research process
• What is research methodology
• Essential core terminology
• Research ethics
• Before you start
• Practical exercise

PS – You can watch a FREE sample lesson here 🙂

SECTION 2: Research Proposal Basics

• What (exactly) is a research proposal?
• The key purpose of a research proposal
• How a research proposal is (typically) structured
• Let’s look at an actual research proposal
• What reviewers want in a research proposal
• Additional Resources

SECTION 3: The "Big Six" Methodological Decisions

• Research paradigms and philosophy
• Research approach (qualitative, quantitative and mixed)
• Research design
• Sampling strategy
• Data collection methods
• Qualitative analysis
• Quantitative analysis
• Validity, reliability and trustworthiness
• Making methodological choices Research limitations

SECTION 4: Writing Your Methodology Chapter

• Writing for different contexts
• How to structure your methodology chapter/section
• How to use figures and tables strategically
• How to support/justify your methodological choices
• Using a reference manager (Mendeley)
• Sample methodology chapter – qualitative
• Sample methodology chapter – quantitative

SECTION 5: The Final Touches

• What markers want
• Common mistakes to avoid
• Useful sources of information
• Further resources

Who It’s For

This course is the perfect fit for:

New and first-time researchers completing a research proposal (undergraduate or postgraduate)

Researchers wanting to recap on the core principles and best practices in proposal writing

Students undertaking research within the sciences , especially the social sciences

Anyone feeling overwhelmed or intimidated by the proposal development process

What Our Students Say

This was so much more helpful than the lectures at my college. I wish I had found it before I handed in my literature review so I could have used that bootcamp too!

Catherine W

This course is good not only for beginners but also for getting a quick review of various portions of research methodology.

Truly an amazing course so well structured explained and incredible resources provided would recommend anytime well done never had this experience with other courses before

Informative, takes very abstract and dense ideas and makes them more accessible. Much better than other courses I’ve attended that seem to get bogged down with jargon and go too deep, too quickly.

Explanations were clear and concise. The course is well-structured enabling me to see the progress of the chapter. Thank you.

Grad Coach is the go-to place to demystify all things related to research. As a research scholar myself, I love the content they provide.

The course has helped me understand the rationale behind the need for a methodology. Thank you so much for making it suitable for people like me.

The instructors have clearly identified a path that, when followed, will lead to the successful writing of a research thesis. This course focuses on the thesis methodology and proceeds clearly and logically to identify what the student must complete. This course is essential for any student writing a research thesis or paper.

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Teaching and Learning Innovation Grant Supports Creation of Innovative Research Methodology Course

The transdisciplinary goal of advanced methods at purdue.

Advanced Methods at Purdue (AMAP) is a cross-departmental initiative connecting behavioral, health and social sciences at Purdue. By providing collaborative opportunities between the College of Liberal Arts and the College of Health and Human Sciences, AMAP seeks to spread methodological expertise and promote transdisciplinary interaction.

James McCann, co-director of AMAP and a professor of political science, commented on the importance of this transdisciplinary work.

“As career professionals, we tend to specialize in a certain area — and for good reason. That being said, it’s easy to lose sight of what connects our fields. The motivation behind AMAP is to get people to see common elements that span disciplines.

”Some of the ways AMAP accomplishes this is by providing a comprehensive array of opportunities like seminars, workshops and a graduate student certification program. These opportunities focus on research methodology while fostering interdisciplinary connections. By facilitating collaboration, AMAP is bridging the gaps between traditionally disparate fields, fostering innovation and the cross-pollination of ideas at the university.

Research Methodology Course

Recently, AMAP received a grant from the Innovation Hub to create a new course for undergraduate and graduate students looking to learn the fundamentals of research methodology.

The goal of this course is to allow students to better apply the fundamental principles of research in a transdisciplinary context, providing opportunities for students to cross-pollinate their ideas and learn from one another all while developing a better understanding of how to conduct research. The course is currently being taught during the 2024 spring semester.

McCann elaborated on how it’s essential for Purdue’s future.

“When you’re setting up a research project, there are so many design elements to account for. You need to make sure you have proper standards for making an inference, you need to sample cases appropriately, and guard against making biased conclusions,” said McCann. “The intention of this broad-based course is to expose students to the research design fundamentals that are most common across the social, behavioral, and health sciences.”

Teaching and Learning Innovation Grants

This course would not have been feasible without support from a Teaching and Learning Innovation Grant, which are administered through the Innovation Hub Grant program. These grants sponsor creative pedagogical transdisciplinary approaches in the creation and dissemination of knowledge. Innovation Hub grants also create opportunities for departments and units on campus to cultivate new connections across diverse fields of study. 

“This grant covered the necessary research and development, summer salaries and other funding needed to make the course even possible,” McCann concludes. “These grants help with funding the development of innovative ideas here at the university and push us to find new ways to collaborate and impact communities.” To learn more about Innovation Hub Grant programs, visit the Innovation Hub website

Last updated : April 9, 2024

Author : Owen Hughes, Communication Assistant for Teaching and Learning, [email protected]

Python Basics for Online Research Specialization on Coursera

Created by UC Davis Continuing and Professional Education and hosted on the Coursera platform, this is an online course consisting of pre-recorded video lectures, auto-graded and peer-reviewed assignments and community discussion forums. This specialization program is self-paced and designed to help you master a specific career skill in as little as 4-6 months.

If you do not yet code and want to learn, this Specialization has a goal to soften the learning curve for Python. It has four main objectives:

• To inspire you to code
• To help you think in code
• To teach you technical concepts to code
• To give you useful examples of things to do in code

There is a steep learning curve on learning to code, and that is why this Specialization emphasizes motivation. You have to want to learn to code and stick with it through multiple learning activities and your own experimentation, research, and practice. This single Specialization will not teach you to code. It will, however, get you started with a mindset for coding, understanding of Python technical concepts, and an appreciation of what can be done with Python to access and interact with data on the Internet. These skills are increasingly essential for researchers.

The wealth of data that is now available to researchers who can use Python and other tools to access it is transforming academic disciplines, including the social sciences. But there's a gap between the questions about human nature that we know internet data can cast light on, and the raw, messy reality of code and data. Each course in this Specialization has code demonstrations that you run that show how to use Python to bridge the gap and to discover things about ourselves, our friends, each other, and society, as we interact with the Internet in code.

Instruction Method Online class

Section Notes

Enrollments are accepted on a continuous basis. Complete the course at your own pace. This Specialization consists of four courses on the Coursera platform:

• Python Basics: Interacting with the Internet
• Python Basics: Retrieving Online Data
• Python Basics: Automation and Bots
• Python Basics: Problem Solving with Code

For more information on Coursera online courses, including enrollment policies and technical requirements, please visit https://coursera.org/about/terms .

Stanford’s Code in Place introductory programming course offers a new model for large-scale interactive learning

What began as an online class on coding during the pandemic has morphed into an effective model for creating learning opportunities worldwide, outside of a formal classroom.

First launched in 2020 , the six-week Code in Place course teaches fundamentals from Stanford’s flagship introduction to Python programming course, CS106A. The unique course design facilitates instruction entirely online with six weeks of Stanford-led lectures, assignments, and smaller-group sections led by volunteer teachers. After repeat versions in 2021 and 2023 , Code in Place is back this spring for its fourth iteration. 

Chris Piech , assistant professor of computer science at Stanford Engineering, co-created the project with colleague Mehran Sahami , professor and the Tencent Chair of the Computer Science Department. While Stanford professors teach the main lectures, volunteer teachers from across industries and geographies lead smaller sections, which have about 10 students each. 

Piech believes this community-powered teaching and learning model can be open-sourced. His research on this type of course design has found that people who are teaching the material are better able to learn it and have more fun doing it than other approaches to learning. Foothill College, also in the San Francisco Bay Area, is now using the Code in Place platform to teach one of its courses.

This year, Code in Place lectures will be available in Spanish; there will be better error messages in the instruction to help guide students; and learners will get feedback on the style of their code – not just the accuracy. In addition to the usual guided instruction option, the course will also be offered in a self-guided format that can be done on one’s own schedule.

For section leader Sara Thomas, last year’s experience allowed her to teach a subject she previously learned herself as a college student in Canada. Thomas, a third-year double major in computer science and environmental science at the University of Toronto Scarborough, believes Code in Place is building a global community for people with similar interests where there is a safe space to ask questions and learn from others.

“A lot of times, especially in computer science, you can learn on your own,” Thomas said. “But it’s kind of hard to know what the solution is or if yours is good, and there’s probably a better way of doing it.”

So far, more than 30,000 learners have gone through Code in Place, which has had the support of about 3,000 section leaders. Discussion forums allow learners to ask questions 24/7 and peers all around the world can help answer.

Even as advances in artificial intelligence increasingly automate processes, Piech believes coding is still as relevant as ever because learners will gain a thinking framework that is also applicable to AI. That programming foundation could help one better use generative AI tools like ChatGPT, understand its ethics, or even program the next big AI technology, Piech explained.

“Curiosity has brought a lot of people to their first step into coding,” Piech said. “Once you take a couple steps, you realize there’s a sheer exhilaration turning something that’s just in your mind into something that you can visualize and share with your loved ones.”

Code in Place’s next guided session is April 22 through May 31. The course is free. Applications for volunteer section leaders are closed. Learner applications are due by Friday, April 12. The Code in Place course is made possible, in part, by the generous support of Carina Initiatives.

Related : Chris Piech , assistant professor of computer science

Related : Mehran Sahami , professor of computer science

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EY and Saïd Business School study reveals that leaders prioritizing a human-centered approach to transformation turning points are up to 12x more successful

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• 96% of transformation programs experience challenges that generate a turning point, when the program has or will go off track.
• Skillfully navigating these turning points by placing humans at the center can double the likelihood that a transformation overperforms its KPIs (1.9x) and speed (2.1x) of the overall program.
• The human element plays a crucial role in successfully maneuvering these turning points and increases the chance of a transformation significantly, improving performance by up to 12 times.

The EY organization’s latest research with Saïd Business School, at the University of Oxford , reveals new insights into what happens when a transformation program’s leadership believes a transformation has or will go off-course and intervenes with the intent of improving its performance (turning points).

According to the joint research based on analysis of 846 senior leaders, and 840 workforce members, across 23 countries and 16 industry sectors, and five qualitative case studies, turning points are ubiquitous in nearly all transformation programs. 96% of respondents experienced at least one turning point over the course of a project, with 76% citing them as unavoidable in today’s unpredictable business environment.

Data from the three-year collaboration with the EY organization and Oxford Saïd has highlighted that transformations are not linear, and that along with global volatility and the increased speed of disruption, new thinking is demanded around how leaders must navigate these turning points while also addressing the changing environment inside and outside of an organization. The data reveals that at the center of this new thinking are humans.

The research finds that when leaders fail to take a human-centric approach to navigating turning points, the transformation program is 1.6x more likely to underperform and 3.5x more likely to leave workers experiencing negative emotions, such as anxiety, fear, and apprehension towards future change.

Yet, those who take an adaptive, people-centered view to a turning point are more likely to successfully steer the program back on course and can also potentially double (2.1x) the speed of the overall transformation program, improve the wider program performance against key performance indicators (KPIs) by nearly two-fold (1.9x) and support workforce readiness for the next transformation program (1.9x).

The study revealed a three-step human-centered approach — Sensing, Sense-making, and Acting — that enhances the overall transformation chances of success by a factor of 12:

• Sensing: Focusing on early detection by looking beyond traditional lagging KPIs to behavioral and emotional changes of the people involved in the transformation.
• Sense-making: Identifying and addressing root causes of issues in collaboration with team members across the transformation program.
• Acting: Reinforcing the six key drivers that set the conditions for successful transformations established in our initial whitepaper , these include engaged leadership, collaboration, fostering a culture of inspiration, empowerment, care, and finally recognition of the emotional impact of technology.

Errol Gardner, EY Global Vice Chair, Consulting says: “Constant agility and transformation is at the heart of business performance and value creation for our clients in today’s environment. Our joint research with Oxford Saïd has opened a new perspective on the role and nature of emotional energy during pivotal moments in transformation programs, and, rather than be viewed as noise or a barrier, they can instead serve as an opportunity to increase transformation success. This is what brings our concept of Humans@center to life.”

Andrew White, Senior Fellow in Management Practice, Said Business School, University of Oxford, says: “This research is incredibly significant and is the result of years of dedicated, collaborative work between EY and Saïd Business School. In a world preoccupied with artificial intelligence and machine-learning, our study shows that human behavior is the most prescient influence in driving transformation. Applying the three-step approach of Sensing, Sense-making, and Acting enhances the chances of success by a factor of 12, making this human-centric approach crucial to leaders in the development, steering process, and delivery of transformation programs.”

The study has identified a new standard in helping leaders and their teams deliver transformation programs smoothly that moves beyond traditional KPI measurements and places a spotlight on the importance of comprehending the impact and role of human emotions as benchmarks in a transformation, demonstrating the power of placing humans at the center.

To read the full report, please visit: ey.com/humans

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EY refers to the global organization, and may refer to one or more, of the member firms of Ernst & Young Global Limited, each of which is a separate legal entity. Ernst & Young Global Limited, a UK company limited by guarantee, does not provide services to clients. Information about how EY collects and uses personal data and a description of the rights individuals have under data protection legislation are available via ey.com/privacy. EY member firms do not practice law where prohibited by local laws. For more information about our organization, please visit ey.com.

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About the research

In this phase of the research, the EY organization and Saïd Business School, at the University of Oxford, surveyed 846 senior leaders and 840 workforce members in June and July 2023. Respondents represented companies with over US$1b in annual revenue across 16 industry sectors and 23 countries in the Americas, Asia-Pacific and Europe, the Middle East, India and Africa (EMEIA).

Respondents were required to have been involved in a major transformation at their current organization in the past five years. The survey focused on a single turning point – defined as “when leadership believes a transformation has gone, or will go, off-course and intervenes with the intent of improving its performance or outcomes.”

In addition, case studies of five global companies were conducted, including interviews and focus groups with leadership, middle management and the workforce.

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