Research Project

Learning Outcomes    

By the end of this module, students should be able to:  

LO.1 : Demonstrate specialised, self-directed knowledge of an area of law through examination of a ‘real-life’ legal research problem or a theme within a research group; 

LO.2 : Collaborate with peers and act in leadership roles; 

LO.3 : Constructively evaluate and the work of others; 

LO.4 : Synthesise and evaluate a variety of legal research methods, legal sources, findings and analysis; 

LO.5 : Critically analyse of an area of law through independent research;  

LO.6 : Consult with and respond to the needs of research users; and 

LO.7 : Effectively communicate research findings. 

Module Content 

This Research Project is a capstone-equivalent module designed to allow students to develop research, teamwork and communication skills.  It seeks to provide students with an opportunity to engage in self-directed, independent research, with the support of an academic leader and peers. It will facilitate students to engage in a critical and in-depth analysis of a legal issue, and to communicate their findings to specialist and non-specialist audiences. Students will also be supported to work with their peers and to take responsibility for various tasks within a group setting. Key aims of the module are to develop students’ skills for life-long learning, to apply research skills to various contexts, and to reflect on their learning, both individually and as a group. Through engaging in an in-depth piece of research, producing a research paper, working collaboratively, taking responsibility for tasks, communicating effectively, and responding to the needs of research-users, students will be facilitated to develop the graduate attributes promoted throughout the School’s programmes. 

The research groups for the Research Project, from which students make their choice, will each be designated as either a ‘Community-based learning’ research group or a ‘Thematic research’ group. The two types of groups are described in turn. 

Community-based learning research group 

The module coordinator and academic leader will work with community-based organisations to select suitable topics for students to work on. The research brief will be prepared by the community-based organisation, the module coordinator and academic leader jointly.  

Students will then meet in a workshop format over the course of the module. During these workshops, students will agree, together with the academic leader, the division of responsibilities for completing the research brief. Roles within the group will include: project manager; production manager; and lead liaison with the community-based organisation. Students will also decide, with the academic leader, on the allocation of responsibilities for research, writing and presentation tasks. Students will engage in regular contact with the community partner and respond to its needs as appropriate. Progress and challenges will be discussed and acted upon at each workshop. 

Each group will sign a ‘group contract’, which will agree timelines, division of responsibilities, methods of communication and contain provision for challenges which may arise.  

A key feature of the module will be independent learning, with students required to complete many of their assigned tasks outside the workshop format.  

The group will produce a single report of their findings for the community-based organisation. The group will also provide a presentation on their findings to the community-based organisation. Students will also engage in reflection throughout the process, and create an individual reflective learning journal. Students will be supported in the creation of this journal.  

Groups will comprise no more than ten students, in so far as is reasonably practicable. The number and nature of projects run each year will depend on the number of community-based organisations available to provide research briefs and available staff resources. 

Thematic research groups: 

Each group will be organised around a broad research theme, with each student preparing a research paper on a particular topic within that theme under the supervision of an academic leader (faculty member). 

The topics for research will vary from year to year, but the skills employed will be similar. Students will complete research methods workshops at the beginning of the module.  

Academic leaders will work with students to select suitable topics which will allow them to work on an individual research paper which fits within a theme common to the strand. Each student will work with the academic leader to select a topic which is both suitable for a research paper and which aligns with the common theme. This process of discussion and selection will happen during the timetabled workshops. Students must come to the first workshop prepared for the discussion, but with open minds, and no topic is selected until it is agreed between the academic leader and the student. 

All supervision will be conducted during the timetabled workshops. Students will work on their research papers individually, but will meet with other students and the academic leader and postgraduate students in a group setting for a series of workshops. These workshops will provide an opportunity for students to discuss their progress, explore emerging themes in their work, examine the structure of their papers, present their research, engage in reflection on their learning, and offer and receive feedback from the academic leader and postgraduate students, as well as their peers. Students will also use time in the workshops to prepare a group presentation on the research they have conducted. The group presentation may take the form of sub-groups within the larger theme group, or may be a presentation of the group as a whole.  The decision over which approach to use rests with each strand leader. 

Each group or sub-group as applicable will sign a ‘group contract’, which will agree timelines, division of responsibilities, and methods of communication; and it will contain provision for challenges which may arise.  

Students will also keep a reflective learning journal and be supported in reflective writing.