School of Physical and Geographical Sciences Keele University

GEG-30006 Double Dissertation

GEG-30008 Single Dissertation

Please read this Handbook carefully and refer to it throughout the period of your dissertation study. It contains important advice as

well as information about deadlines and what is expected from you.

This handbook is available on-line through the Geography web site http://www.esci.keele.ac.uk/students/geography/index.htm

The Geography dissertation tutor for 2009-10 is:

Dr P. G. Knight Room F30, William Smith Building School of Physical and Geographical Sciences Tel. 34304 e-mail: gga34@esci.keele.ac.uk

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Contents

INTRODUCTION ..................................................................................................................3 SUMMARY TIMETABLE.............................................................................................................3 SUMMARY OF FORMAL REQUIREMENTS...................................................................................4 DISSERTATION COMPONENTS IN GEG-20009..........................................................................5

Introductory Talk by the Dissertation Tutor .................................................................................................. 5 Form 1 Dissertation Topic Proposal......................................................................................................... 5 Allocation of Dissertation Advisors ............................................................................................................... 5 Form 2: Formal Research Proposal .............................................................................................................. 7 General Reading for Dissertation Planning .................................................................................................. 7

GEG-30006 DOUBLE DISSERTATION AND GEG-30008 SINGLE DISSERTATION ........................8 Form 3: Formal registration and Progress Report ...................................................................................... 8 Final Dissertation .......................................................................................................................................... 8

CHOOSING A TOPIC ................................................................................................................9 Is it original?................................................................................................................................................ 10 Is it feasible in the time available?............................................................................................................... 10 Is it possible to obtain the necessary data?.................................................................................................. 10 Is it ethical ?................................................................................................................................................. 11 Where shall I work? ..................................................................................................................................... 11 Will my topic enable me to do a good dissertation? .................................................................................... 12 Is the topic likely to sustain my interest? ..................................................................................................... 13 Working with outside agencies..................................................................................................................... 13

RISK ASSESSMENT FOR DISSERTATIONS ...............................................................................14 PLANNING THE RESEARCH PROGRAMME ................................................................................18

Reviewing the literature ............................................................................................................................... 18 Formulating research questions................................................................................................................... 18 Data Collection ............................................................................................................................................ 19 Data Analysis ............................................................................................................................................... 21 Writing ......................................................................................................................................................... 23

WRITING THE DISSERTATION.................................................................................................23 Length........................................................................................................................................................... 23 Data Presentation ........................................................................................................................................ 24 Style .............................................................................................................................................................. 24 References .................................................................................................................................................... 25 Appendices ................................................................................................................................................... 25

ACCESS TO PAST DISSERTATIONS.........................................................................................25 PRESENTATION: THE TECHNICALITIES....................................................................................25 DIFFERENCES BETWEEN “SINGLE” AND “DOUBLE” DISSERTATIONS..........................................27 ASSESSMENT .......................................................................................................................28

How the assessment is managed .................................................................................................................. 28 General Assessment Criteria....................................................................................................................... 28 Specific mark thresholds .............................................................................................................................. 29

WHEN YOU NEED HELP .........................................................................................................30 IF WE NEED TO CONTACT YOU ...............................................................................................30 LEARNING OUTCOMES ..........................................................................................................31 APPENDICES AND ADDITIONAL DOCUMENTS ...........................................................................31 GEOGRAPHY DISSERTATION GENERAL MARKING CRITERIA....................................................32

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INTRODUCTION There are two Geography Dissertation modules available.

• GEG-30008 is a single-module dissertation (150 hours of work, max 6,000 words). • GEG-30006 is a double-module dissertation (300 hours of work, max 11,000 words).

These are level-3 (3rd-year) modules, but students start work on them in the spring semester of 2nd-year so that work such as data collection can be carried out during the summer vacation before 3rd year if necessary. Students on the Dual Honours Geography , Human Geography or Physical Geography courses may choose either the single or the double module and at level-3 (3rd year) take:

• EITHER the single-module dissertation of 6,000 words + three taught modules • OR the double-module dissertation of 11,000 words + two taught modules

Dual Honours Geography students must think carefully about whether to do a single or a double dissertation. You should opt for the double dissertation only if you and your advisor think that you have a sufficiently good topic and suitable approach. Students on the Single Honours Geography or Major Geography or Physical Geography courses must take the double dissertation module + 6 additional Geography modules Students on the MGeoscience course will not take a Geography Dissertation as part of their 3rd-year studies but will complete a 4th-year MGeoscience project, which will benefit from the skills that students learn as part of the Geography dissertation training in GEG-20009.

Summary Timetable Activity

Date

Introductory lecture

January 2009, in your first GEG-20009 practical class

Submit Form 1 Dissertation Topic Proposal

Fri 13th February 2009 (3rd week of Spring semester). This allows an advisor to be assigned to your project

Submit Form 2 Formal Research Proposal & Risk Assessment (2 copies)

Thu 26th March 2009 (9th week of Spring semester). This is assessed as part of GEG-20009. You need to state whether you plan a single or double dissertation.

Submit Form 3 Report on Progress

Fri 23rd October 2009 (4th week after summer vac). Module registration form. Last chance for single/double change.

Submit Dissertation Fri 19th March 2010 (8th week of Spring semester)

NB: All work should be submitted to the Earth Sciences and Geography Office. For details of each item see later in this handbook. The dissertation must also be submitted electronically.

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Summary of Formal Requirements The overall aim of the dissertation is: To give students the opportunity to carry out an original and independent research

project using appropriate literature, data sources and methodologies More specifically the students’ objectives involve: Designing and conducting original research into a topic of the student’s own choice Undertaking a major, focused, literature review A combination of collection and/or collation, synthesis and analysis of appropriate data Presenting a developed and consistent set of arguments Producing a well written, well illustrated dissertation Training to undertake research responsibly and safely.

Each student registered for a Geography degree is required to carry out and report a piece of independent research on a geographical topic: this is then presented as either a single or a double dissertation. Students will declare whether they intend to do a single or a double dissertation in their Formal Research Proposal (Form 2, submitted in March of 2nd year) and on the Option Choice Form that they submit in May of 2nd year. Work on the dissertation starts during the second year1, as a part of the Spring semester practical class, when you will be asked to identify a topic, to complete a preliminary project design, and to submit a formal research proposal for assessment. The dissertation work is assessed in two parts. The Formal Research Proposal is submitted in the second year as a part of GEG-20009. It counts for approximately 20% of that module’s mark total. The final dissertation is submitted in March of the third year – the single dissertation is rated as 15 Keele Credits (7.5ECTS) and the Double Dissertation as 30 Keele credits (15 ECTS). You are required: to choose a research topic; to compile a literature review; to devise a research strategy; to collect and analyse original data or to conduct original analysis on data drawn from existing sources; and to present a written report of your work and findings.

Two copies of the Formal Research Proposal marked with your own name and your advisor’s name, and each including a copy the risk assessment form, must be handed in to the School office on or before:

Thursday, 26th March, 2009

One bound copy of the final dissertation, must be handed in to the Geo- office on or before:

Friday, 19th March 2010 You will also be required to submit an electronic version of your text, identical to the printed version, via the geg-30006 or geg-30008 section on the VLE. Details of how to submit this will be given during the Spring Semester of 2010.

1 Study abroad students: Any students spending the Spring semester of their second year studying abroad should see the Dissertation Tutor as soon as possible before leaving Keele.

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Dissertation components in GEG-20009

Introductory Talk by the Dissertation Tutor All students must attend one of these talks in the timetabled practical session in the first week of teaching in January 2008. Form 1, the Dissertation Topic Proposal, will be issued at this meeting.

Form 1 Dissertation Topic Proposal Following the introductory talk you should read the section on Choosing a Topic in this handbook and think carefully about the topic you wish to address. Then begin to collect background material to enable you to complete Form 1 (Dissertation Topic Proposal). The information required on this form includes: • A provisional title for your dissertation • A brief description of your research topic including key publications • A broad indication of the proposed aims and objectives of the research • An indication of the linkages between this research topic and current debates and/or

research in academic Geography • An indication of the research methods you propose to use e.g. interviews, archival

research, aerial photograph analysis, geomorphological mapping, etc. This information will be used to allocate you to a suitable dissertation advisor, usually selected from staff teaching on the Geography courses. Form 1 must be handed in to the School office on or before the following date:

Friday 13th February 2009

Allocation of Dissertation Advisors Each student is allotted an advisor with whom to discuss research strategy, analysis and presentation of the work. Staff available to act as advisors this year include: Dr. D. N. Allen: Social/Cultural Geography: Environmental Transformation and Social Change, Development Geography, Migration, Cultural Economies Dr. P. G. Knight: Physical Geography, especially field or laboratory studies in geomorphology and glaciology. Dr. S Krause: Hydrology, groundwater, nutrient transport, streamwater, aquatic megafauna. Dr. L. Lau: Cultural Geography, particularly postcolonialism, South Asia, gender studies, and contemporary world literature. Mr. K. T. Mason: Human and environmental applications of Geographical Information Systems. Applied social geography including health, crime, deprivation and population studies. Dr. A. D. M. Phillips: Historical Geography. Rural settlement change, agricultural change, demographic change and migration, landscape development, development of cartography, the pre-industrial and industrial city, heritage studies. Dr. S. Quilley: Human Geography. Political economy. Globalisation and regeneration.

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Dr. Z. P. Robinson:. Physical Geography, including water quality and weathering, hydrology/hydrogeology, environmental issues. Dr J. Shin Cultural Geography; Interdisciplinary and gender sensitive approaches to the study of international migration and the transnational division of labour; The migrant labour market; Social stratification and citizenship; Diasporic spaces and transnational mobility Dr. K. Szkornik: Physical Geography, especially sea-level change, Quaternary environments, coastal processes, salt marshes, diatom/microfossil analysis. Dr. R.I. Waller:. Physical Geography, including both modern-day and Quaternary glacial and periglacial processes, geomorphology and natural hazards. Dr A. Zieleniec. Social Geography. Urban Geography. Space and Spatiality. Globalisation. Your advisor will be allocated using the information that you give in Form 1 (Dissertation Topic Proposal) and will usually be the member of staff with interests closest to the field in which you have elected to work. If you later decide to change your topic it may be appropriate to change advisor - if this seems necessary then you should discuss it with your allocated advisor and the dissertation tutor. The role of the advisor is: • to monitor your progress via meetings and your submission of required forms • to act as a discussant for your ideas on the development of the topic • to discuss and assist in the solution of any problems encountered during the dissertation • to provide feedback and advice on the writing up of the dissertation Initial discussions will take place within the framework of the Practical Classes (GEG-20009) but advisors will also set their own times to see students, and the format of meetings will vary. Arrangements are publicised by email and/or on the Dissertation Notice Board located outside the Cope Laboratory. You should check this notice board regularly. Meetings are currently scheduled to take place during several weeks of GEG-20009 so you must ensure that you attend these. If a member of staff has another teaching commitment in this slot, an alternative time will be arranged. Thereafter, and during your third year, meetings are arranged as necessary. It is strongly recommended that you see your advisor regularly during the course of the dissertation. Key times are as follows: 1. In February or March of your second year after you are first allocated to an advisor. 2. In sessions of GEG-20009 to discuss the research topic and preparation of Form 2. 3. During the later timetabled sessions of GEG-20009 to discuss your plans for summer.

Your advisor will expect you to have done extensive reading of the literature by this stage. You will be expected to have substantially developed your ideas between the initial meeting in February and the meetings at the start of the summer term.

4. During October of third year to discuss your progress so far and the production of Form 3. 5. During the autumn and/or spring of your third year to discuss the layout and structure of

the final report Staff will periodically place notices about meetings on the Dissertation notice board, so check that board regularly. Staff may also arrange meetings or answer queries via email. N.B. It is not the job of the advisor to chase up students who do not make, or fail to keep, appointments. The responsibility for initiating meetings lies with the student.

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Form 2: Formal Research Proposal The first assessed piece of work for your dissertation is the Formal Research Proposal. This is a short proposal (no more than 6 sides of A4 - word processed, not counting reference list or risk assessment) that details your plan for the dissertation. Form 2 is a cover sheet to which you must attach your proposal and the risk assessment. The information required includes: • background to the project and a short review of relevant literature • specific aims and objectives of your research project • proposed methodology and data sources • a realistic research timetable • details of field area (if appropriate) • references You must also attach a completed risk assessment form (proposals that do not include a risk assessment form will not be accepted for submission) Writing the Formal Research Proposal will help you to formalise the scope and intent of your dissertation. A good Formal Research Proposal will show evidence that you have read and thought about the appropriate techniques and approaches to be used in your project. You should submit two copies of your Formal Research Proposal (Form 2) to the Geo office on or before the following date: Thursday 26th March 2009 The proposal is exempt from anonymous marking (Natural Sciences Course Development Sub-Committee Report to Academic Review Committee 15 Nov 2004), so you must put your name on it. Please make sure that all the pages (including the risk assessment) are stapled together. You must obtain a receipt when you hand in the Proposal. The Formal Research Proposal will be commented upon and marked by your dissertation advisor. One copy will be returned to you with comments for your reference, and your advisor will retain the other. You should make arrangements with your advisor to ensure that you receive feedback on the proposal before you start your fieldwork. If you receive a low mark, or a fail, for this proposal you will not be allowed to proceed to the dissertation. In this case a radical rethink, and possibly a new topic, will be necessary. The mark for the dissertation proposal counts as one of the assessed elements of GEG-20009.

General Reading for Dissertation Planning You need to read about your topic and also about the techniques and approaches required to complete a dissertation successfully. Later in this handbook there are lists of references to literature that will help you with specific topics. Either of the following 2 books would be well worth purchasing as useful background. Parsons, T. & Knight, P.G. 2005. How to do your dissertation in Geography and related disciplines. Routledge, London. 2nd Edition Flowerdew, R. & Martin, D. 2005. Methods in Human Geography - a guide for students doing a research project. Pearson, London ,2nd edition.

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GEG-30006 Double Dissertation and GEG-30008 Single Dissertation

The dissertation modules are 3rd-year modules, although they may involve field research and data gathering in the summer vacation between years 2 and 3. The mark for both modules is based upon your dissertation as finally presented, but you are also required to write a short intermediate report for your advisor at the beginning of the autumn semester (Form 3).

Form 3: Formal registration and Progress Report Immediately after the summer at the start of year 3 you must provide your advisor with a short report (one or two sides of A4, word processed) outlining any changes made to the project since the completion of the Research Proposal, the reasons for any changes, and the progress made in data collection, data analysis and writing up. Your report should include a clear timetable for the completion of the dissertation. You must also attach a copy of your original Research Proposal (if your project is unchanged) or a whole new Research Proposal (if your project is substantially different from what was approved with the original Form 2). The Form 3 report acts as a ‘bridge’ between your Research Proposal and the Final Dissertation. It provides your advisor with information about your progress so far and may be used as evidence of your progress if medical or other problems hamper your progress during the final part of the dissertation period. Form 3 is also a formal registration of your Dissertation topic. You are required to state your dissertation title, and you must have your advisor sign your form to show that your title and progress report are satisfactory. After your advisor has signed your form, you must submit the form to the School Office no later than: Friday 23rd October 2009.

Final Dissertation The Single Dissertation, GEG 30008, must not exceed 6,000 words in length The Double Dissertation, GEG 30006, must not exceed 11,000 words in length One copy of your final dissertation, in the format indicated below, should be handed in to the Geo office by the following date:

Friday 19th March 2010. You must also submit an electronic copy of your text via Turnitin on the Virtual learning Environment (WebCT).Your dissertation will be marked anonymously, so you must complete an anonymous marking form (supplied by the Earth Sciences and Geography Office) and obtain a receipt when you hand the work in. You will also be asked to complete a form declaring that the work is your own. Late submission: As you have over a year to prepare your dissertation, it is very unlikely that any extensions will be made to the deadline except in cases of real emergency. If you have a good reason for making a late submission, or if anything interferes with your work on the dissertation at any time, including personal, financial or academic problems, it is essential that you tell your advisor and complete an extenuating circumstances form. If the work is incomplete in any way, it should be submitted anyway, as it stands, before the deadline. • Dissertations submitted before the deadline will be marked out of 100%

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• Dissertations submitted late but within one week after the deadline, without good cause, will be limited to a maximum mark of 40%

• Dissertations not submitted by one week after the deadline will not be marked and will receive 0%

You should produce two complete copies of your dissertation - one to keep for yourself and one to hand in to the examiners as, once submitted, dissertations are kept by the University for three years. Dissertations are not available to students after they have been submitted. You may need a copy of your dissertation, for example for job interviews or if you are called for a viva exam.

Choosing a Topic

Students on the Physical Geography course must choose a physical geography topic. Students on the Human Geography course must choose a human geography topic. Students on the Geography course may choose either a human or a physical geography topic, or one that integrates different parts of the discipline. It is up to each student to devise their own topic. Advice and assistance will be provided by advisors. The choice of topic is one of the most critical stages of your dissertation; good dissertations only grow from good topics. Although constraints on the choice of subject are few in theory, they are rather greater in practical terms; most notably in terms of time and finance. The topic must be appropriate to a Geography-related degree. The study must involve first-hand research, and may be based on primary data collection (eg field measurements) or on the analysis of secondary data (eg satellite imagery or census data). You must demonstrate competence in dealing with material appropriate to the topic. Some topics are more suitable for dissertations than others. As a general indication, there are some topics, such as questionnaires on bypasses and supermarkets, or descriptive studies of urban regeneration, which are difficult to handle imaginatively and usually produce unsatisfactory results. Impact studies are unsuitable for dissertations if you cannot get details of both ‘before’ and ‘after’ the impact. Generally it is not advisable to base your dissertation upon a topic that you did for an ‘A’-level project. The titles of a large selection of previously completed dissertations are provided on the Dissertations web page. Some successful dissertation topics from previous years include. • Military abandonment in Staffordshire: dereliction and the re-utilisation of defence

installations. • A laboratory study of frost and salt weathering using a selection of rock types. • Longitudinal variation in the size, roundness and sorting of coarse clastic sediments

deposited on bar surfaces: an Alpine example. • Deconstructing Postmodernism: evidence from Birmingham’s city centre landscapes. • Origin and significance of a meltwater channel system near Aughertree Fell, northern

Cumbria. • Rural isolation in three parishes of Yorkshire 1754-1933: measurements of its existence

and reasons for its demise. • Spatial distribution and utilisation of GP services in Wolverhampton • Residential development and Inter-censal Mobility in the Victorian City of Leeds You may also find it useful to read one or more of the chapters/articles listed below, which are available from the Nuffield or Main Libraries. Bell, J. 2005 (4th ed) Doing Your Research Project. Open University Press, Buckingham. [Chapter 2 Planning the Project]

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Burkill, S. & Burley, J. 1996. Getting started on a Geography dissertation. Journal of Geography in Higher Education, 20: 431-437. Gatrell, A.C. 2005. Choosing a topic. Ch3 In Flowerdew, R. & Martin, D. (Eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition [This chapter is very useful for all students not just those interested in human geography] Kennedy, B.A. 1992. First Catch Your Hare ... Research Designs for Individual Projects. In Rogers A., Viles, H. & Goudie, A. (eds) The Student’s Companion to Geography. Blackwell, Oxford: 128-134.

Parsons, T. & Knight, P.G. 2005. How to do your dissertation in Geography and related disciplines. Routledge, London. 2nd Edition [Chapter 4 What shall I do it on?]

Is it original? Your dissertation gives you an opportunity to carry out an original piece of research. This means that you cannot just copy a project that has been done before, or repeat a school A-level project. However, this does not mean that you must try to do something completely revolutionary that has never been considered before: Research and scholarship often advance by projects that evaluate and build upon the previously published work of others. You must show an appreciation of this in your consideration of background material to your topic, most particularly in the literature review. N.B. Plagiarism and Academic Dishonesty Plagiarism, the presenting of other people’s work as one’s own, will be heavily penalised. The university has strict penalties where plagiarism has taken place. To avoid this, give full acknowledgement to all source material, whether published or unpublished (including text, tables and figures).

Is it feasible in the time available? You have more than 12 months to devise, design, execute and write up your research project. This may seem a long time but will pass very quickly so you must be realistic in the scope of the project. The ideal topic is specific and highly focused. Start from your broad area of interest and then narrow down to a very specific question that will form the core of your work. Bear in mind that you must not only research the background to the project and collect primary data, but you must also analyse the information, present it and write about it. It is common for the working up and writing up the research material to take far longer than expected/intended.

Is it possible to obtain the necessary data? Make sure that the data you require to address the chosen topic are available or can be generated. Explore available data sets (e.g. census data, historical data) and ensure that if the data are held by an institution (e.g. Meteorological Office, Local Councils) they will allow access to that data. If your topic involves ‘sensitive’ information (e.g. crime or health data), or if it is going to be highly reliant upon a single source, e.g. a planning authority or government department, make sure that you have a fall-back position if the information is not available. More and more students nationally are doing project-based dissertations and some public and private bodies are becoming resistant to requests for information. If you intend to generate your own data e.g. fieldwork, laboratory analysis, ensure that any necessary equipment or technical support will be available. Ensure also that sufficient appropriate data can be obtained within the given time constraints. Some helpful ideas are available from the references listed under Data Collection in this handbook.

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Is it ethical ? In many areas of research, especially in topics that involve people as subjects, ethical issues arise that you will need to consider. The issues are most obvious when dealing with topics like the geography of crime, inequality or medical geography, but many kinds of information, even questionnaire surveys on ‘innocent’ topics, may have ethical implications. The implications need to be considered for yourself, those participating in the study, members of the public, Keele University and the reputation of Geography. You need to consider the rights and welfare of the people involved, the value of the knowledge obtained and the need to promote and maintain a positive image of Geography. If you ask people to help you with your research, they have the right to decline. Respect their rights at all times and avoid exploiting them for your own interests. The sorts of issues that you should consider are:- Have I informed the participants of all that they need and would expect to know before

taking part? Have they willingly agreed to take part? How do I ensure that all research records are confidential and anonymous, and will

remain so? How do I ensure that my research is carried out professionally and in a way that does not

give offence and protects the rights of those involved? Where appropriate you should the gain the clear consent of people involved. This is usually not needed when carrying out observations of behaviour in public places, but people's privacy should be respected. If you are researching on private property, such as a shopping precinct, or a quarry it is essential to ask permission from the appropriate owners/authorities. Respect your participants' privacy2 by treating data as confidential. Others should not be able to identify those who have taken part in your study. You should never:-

insult, offend or anger participants make participants believe that they have harmed or upset someone else break the law or encourage others to do so contravene the Data Protection Act illegally copy tests or materials make up data copy other people's work claim that somebody else's wording is your own.

Where shall I work? Some of the best dissertations have been done by enthusiastic and well-organised individuals working overseas, sometimes in conjunction with expeditions. Most UK students’ dissertations are done in Britain because of the problems of access to materials, languages and finance when working abroad. With determination and foresight, however, all these problems can be overcome. Students who study Geology may wish to consider a topic that can be undertaken in the same area as their Geology mapping project. Students spending a year abroad for languages may also wish to consider doing their dissertation abroad. Previously, Geography students at Keele have done their dissertations in Australia, Egypt, France, Iceland, Malta, Sri Lanka, Spain, Sweden, Switzerland, the USA and Zimbabwe. If you wish to consider doing research abroad you are strongly advised to discuss this with academic staff and begin your planning at a very early stage. If you are abroad, especially if you are in an ‘exotic’ location, contact with your Keele advisor may be difficult, or impossible, so it is important that you have arrangements in place / contingency plans if things go wrong. Having an exotic location will not of itself guarantee a good dissertation topic or a high quality result. 2 Consider privacy (access to aspects of people’s lives), confidentiality (safeguarding information and not making it public) and anonymity (the idea that information is non-attributable)

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For certain projects some financial assistance may be available from external bodies. Further information can be obtained from the sources listed below. Two useful books to consult for both UK and overseas fieldwork funding are:

Directory of Grant-Making Trusts, Charities Aid Foundation, Tunbridge.

Winser, S & McWilliam, N (2004) The Expedition Planners' Handbook and Directory, 2nd edition, Royal Geographical Society.

The Expedition Advisory Centre has a wide range of publications covering the organisation of expeditions, guidelines for developing projects and expedition field techniques. The EAC will also provide advice, information and contacts. For further information contact: The Expedition Advisory Centre, RGS-IBG, 1 Kensington Gore, London SW7 2AR, or see their web page:

http://www.rgs.org/SpecialInterests/fieldworkandexpeditions/Fieldwork+and+expeditions.htm

If you are considering working in a developing area then the following book will be useful:

Robson, E. & Willis, K. 1997 (eds) Postgraduate fieldwork in developing areas: a rough guide. Monograph No. 9, Developing Areas Research Group, RGS-IBG.

Personal Funding Sources: Dudley Stamp Memorial Fund & 20th International Geographical Congress Fund, Executive Secretary, Royal Society, 6 Carlton House Terrace, London. SW1Y 5AG.

Arthur Haydock Bequest & Bernard Hobson Fund, British Association for the Advancement of Science, Fortress House, Saville Row, London. W1X 1AB. Note: Geological research only.

Exploration Fund, Explorer's Club, 46 East 70th Street, New York. NY 10021, USA.

Wyndham Deedes Travel Scholarship to Israel, The Director, Anglo-Israel Association, 9 Bentinck Street, London, W1M 5RP. Note: For intensive study in Israel only.

Violet Cressey-Marks Fisher Travelling Scholarship, Royal Geographical Society, Kensington Gore, London, SW7 2AR. Note: Awarded every three years.

Expedition Funding Sources: Royal Geographical Society-Institute of British Geographers, Kensington Gore, London, SW7 2AR. (Tel: 020 7591 3000). http://www.rgs.org/

Edinburgh Trust Number 2, Duke of Edinburgh's Office, Buckingham Palace, London.

Gilchrist Educational Trust, Mary Trevelyan Hall, 10 York Terrace East, London. NW1 4PT.

Albert Reckitt Charitable Trust, Southwark Twrs, 32 London Bridge St., London. SE1 9SY.

Royal Scottish Geographical Society, 10 Randolph Crescent, Edinburgh. EH3 7TU. (Note: Expedition must have a Scottish base or Scottish membership.)

Gino Watkins Memorial Fund & Edward Wilson Fund, The Director, Scott Polar Research Institute, Lensfield Road, Cambridge, CB2 1ER. Note: Expeditions to polar regions only.

Will my topic enable me to do a good dissertation? Your chosen topic should enable you to:

• identify and define a problem and to assess what data and techniques are necessary to contribute to its solution (not simply to describe)

• make a realistic judgement of what is practicable to attempt within a specific framework of resources and experience

• display critical acumen in evaluating earlier studies and assessing the conclusions of other workers

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• devise an approach which is sound in methodological terms at your chosen scale of operation

• show flexibility of mind (and determination) to overcome the inevitable problems encountered in gathering and processing data

• show insight in interpreting data, backed where relevant by appropriate quantitative and/or qualitative techniques

• present a formal report based upon a piece of academic research

Is the topic likely to sustain my interest? You will be involved in your dissertation project for over a year so it is important that you are interested in what you are doing: don’t choose something so simple that it will quickly become dull.

Working with outside agencies. Several commercial and charitable organisations, including Operation Wallacea, Frontier and Operation Raleigh have ‘expedition’ type arrangements for conservation and other projects that can form the basis of student dissertations. There are several problems that may arise in following this route for your project. Usually these organisations expect a substantial level of sponsorship from participants and in return they offer a variety of back-up and supervision services, and even ‘ready-made’ dissertation topics, which might break the rules for Keele’s dissertations (see below). Some companies and authorities produce lists of topics that they would like to be tackled and for which they are willing to provide data. Working on a project relevant to a company or agency can be very rewarding, you may gain access to data or land that would otherwise be inaccessible and someone (other than your examiners) will be interested in your work. However, if you work under the auspices of any of these organisations or agencies, you must bear the following rules about Keele dissertations in mind:

• students are required to devise their own dissertation topic • the project must be appropriate to a degree in Geography • the project must be your own work • you may be required to write a report for the sponsor of the project but your dissertation

must be entirely separate • your final dissertation must conform to the criteria stated in this handbook • you are required to sign a declaration that the dissertation is all your own work

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Risk Assessment for Dissertations You are required to submit a completed Risk Assessment Form with your Formal Research Proposal. This form must be filled in and signed by you and counter-signed by your advisor before being put into the Research Proposal. You should keep a copy with you as you carry out your research. Copies of the risk assessment form for inclusion in the Formal Research Proposal are available from the secretaries’ office. The idea of risk assessment is nothing new, you do it all the time, for example when crossing the road you use the Green Cross Code, when hill-walking at weekends you take warm clothing and waterproofs etc. Once you have chosen your dissertation topic you must assess the risks involved in the project. An assessment of risk is nothing more than a careful examination of what, during the work, could cause harm to people (including yourself), so that you can weigh up whether enough precautions have been taken or whether more should be taken to prevent harm. The aim is to make sure that no one gets hurt or becomes ill. Reasons why we assess risk... 1. To identify all the foreseeable hazards associated with a piece of work and to try to

minimise the risks from them so that no one gets hurt or becomes ill. 2. To be assured that if an incident or accident does occur, all reasonable precautions had

been taken to prevent it. We must be able to demonstrate that this is the case. 3. It is a legal requirement to assess the risks involved in projects (the risk assessment form

is a legal document). You must attach a completed and signed risk assessment form to both copies of the Formal Research Proposal. This must include evidence that you have discussed the risks associated with carrying out your dissertation project with your dissertation advisor.

Proposals not including an assessment of risk will not be accepted. Read the following notes very carefully, then follow the instructions below. The following notes were adapted from: 1. Five Steps to risk assessment. Health and Safety Executive, 1994 and

http://www.hse.gov.uk/pubns/indg163.pdf 2. Code of Practice for Safety in Fieldwork. CVCP, 1995 Definitions Hazard: This is anything that can cause harm e.g. chemicals, electricity, working at height, working in potentially dangerous areas. Risk: This is the chance, great or small, that someone will be harmed by the hazard. General Guidance

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Decide whether a hazard is significant and whether it is covered by satisfactory precautions so that the risk is small. This needs to be checked when the risks are assessed. For example, electricity can kill, but the risk of it doing so in an office environment is remote, providing that ‘live’ components are insulated and metal casings properly earthed. Do not over complicate the assessment. The hazards may be few and simple. Checking them is common sense. Some may have already been assessed - e.g. chemicals should already have been assessed and the risks to health and the precautions needed recorded under the Control of Substances Hazardous to Health Regulations 1988 (COSHH). If so they can be considered checked and this can be noted. If laboratory work is included as part of the dissertation it should be discussed with the person in charge of the laboratory before completion of the risk assessment form. If you intend to use the laboratory facilities for your dissertation you must see Ian Wilshaw our laboratory technician to discuss health and safety procedures. You will be asked to abide by the general safety rules of the laboratory as well as following strict health and safety guidelines for carrying out specific laboratory procedures.

FIVE STEPS TO RISK ASSESSMENT STEP ONE LOOK FOR THE HAZARDS The first stage in any risk assessment is to identify the potential hazards. Field and laboratory work should be carefully looked at with regard to location and working practices used on the trips and the hazards that could cause significant harm. The risks should be assessed from the hazards that can reasonably be foreseen. Risk assessment is also a continuous procedure - when arriving on site any additional hazards spotted should be assessed and if necessary included in your risk assessment. Use the checklists on the following page to assist in the identification of any hazards associated with the project. Note however that this checklist is not exhaustive.

STEP TWO DECIDING WHO MIGHT BE HARMED AND HOW Determine those who could be affected by the hazards identified in step one. Besides the people actually taking part in the activity (yourself), think of others who may be affected even thought they are not directly involved e.g. members of the public, field assistants etc.

STEP THREE EVALUATE THE LEVEL OF RISK ASSOCIATED WITH EACH HAZARD AND DETERMINE WHAT CONTROL MEASURES CAN BE IMPLEMENTED TO MINIMISE THE LEVEL OF RISK

For each of the hazards you have identified in step one, evaluate the level of risk it poses to yourself and others. The level of risk posed by a potential hazard is dependent both upon its probability and the severity of its outcome. Both elements should be considered when evaluating the level of risk. For example, if your fieldwork entailed a high probability of you falling from a cliff resulting in serious injury, then the level of risk would be very high. At this stage it is crucial that you identify the steps you can take to minimise the level of risk posed by the various hazards you have identified (known as control measures). For example, if you have identified inclement weather as a particular hazard, then the risk can be minimised by ensuring you are appropriately equipped with warm and waterproof clothing. In addition, check whether your precautions and control measures conform to the University

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guidelines or any other professional standard (see CWIS, Health & Safety Noticeboard, Safety Advisor), to all the legal requirements (e.g. COSHH) etc. Even after all precautions have been taken, usually some risk remains. It is important that you evaluate and document the residual level of risk as part of your risk assessment. What has to be decided for each significant hazard is whether this remaining risk is high, medium or low. As mentioned before, the risks on field work should be assessed from the hazards that can reasonably be foreseen. When arriving on site, any additional hazards spotted should be assessed at that time and appropriate action taken and recorded. Above all, if you consider the level of risk posed by your intended fieldwork to be unacceptably high, you should not undertake your project in its current form. Instead, through consultation with your advisor, you should consider ways in which you can modify the project such that the risk is reduced to an acceptable level.

STEP FOUR RECORD YOUR ASSESSMENT The significant findings of your assessment must be recorded. A form has been provided for this. There is no need to show how the assessment was performed, provided it can be shown that: • a proper check was made • consideration was made of who might be affected • all the obvious significant hazards were dealt with, taking into account the number of

people who could be involved • the precautions are reasonable and the remaining risk is low.

STEP FIVE REVIEW THE ASSESSMENT FROM TIME TO TIME AND REVISE IT IF NECESSARY

If the dissertation project changes then additions should be made to the risk assessment to take the new hazard(s) into account. If your project changes altogether then you will need to complete a new risk assessment form.

CHECKLISTS OF POSSIBLE HAZARDS

This list is not comprehensive and you may need to think of other risks and hazards.

Risks inherent in the site? Physical Hazards extreme weather mountains & cliffs glaciers, crevasses, ice etc. caves, mines, quarries forests (inc. fire hazards) freshwater sea and seashore (tides etc.) marshes & quicksand Roadside/traffic Biological Hazards venomous, lively or aggressive animals plants pathogenic micro-organisms (tetanus etc.) Chemical Hazards Agro-chemicals & pesticides dusts (COSHH assessment) chemicals on site (COSHH) Anthropogenic Hazards machinery & vehicles power lines & pipelines electrical equipment insecure buildings slurry & silage pits military activity attack on the person or property travel & transport Hazards to Environment disturbance of ecosystems pollution waste minimisation

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Risks inherent in work? Training navigation e.g. map & compass work survival/rescue specialist training e.g. diving, using machinery first-aid Chemical Hazards COSHH assessments for the work on site Biological Hazards COSHH assessments for the work on site animals plants Personal Safety risk of attack routine communication communication in emergency

LONE WORKING, COMMUNICATION & CONTINGENCY PLANNING Communication is a very important part of controlling risk. You should try to avoid working alone. This may mean striking a deal with a friend so that they help you with your surveying and you help them to deliver questionnaires. This does not mean that you are working together, simply that you are being sensible and not working alone. It may be that it is not possible to avoid working alone, if so you should take extra care with the next stage. Whether you are working alone or with an assistant, before setting off for your study site, you must give somebody a record of where you are going, what time you left and what time you expect to return. This will probably involve leaving a written record with your family, friends, at a youth hostel or camp site or with local organisations (e.g. mountain rescue). Think about who you are going to inform of your whereabouts (they should be located near to where you are working) and what steps they will take if you fail to return by your stated time. Take a mobile telephone with you (and check you have reception in your field area). Before undertaking any fieldwork, it is worthwhile considering what steps you would take in the case of either an emergency or a change in conditions. If you have given some thought to this previously, then you will be able to deal with any incidents (minor or major) more effectively. For example, if your project involves working at a field site near a hill top and you encounter poor weather conditions (and an associated risk of hypothermia for example), consider whether there are alternative sites at lower elevations that would be suitable and that would minimise the level of risk. These contingency plans can then be incorporated into your risk assessment.

CHECKLIST FOR COMPLETING THE RISK ASSESSMENT FORM 1. READ this section of the Dissertation Handbook very carefully. 2. THINK about where you are going to do your dissertation work and make a list of the

possible associated hazards. Use the checklist in the handbook as a prompt but remember that not all the possible hazards are listed. There may be others. Think about how the risks can be minimised. If you need advice on laboratory work see The Geography laboratory supervisor, Ian Wilshaw.

3. COMMUNICATION is a very important part of controlling risk. Make sure you have read

the section in this handbook on Lone Working and Communication. Decide who you are going to inform of your whereabouts and what steps they will take if you fail to return by your stated time.

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4. ARRANGE to see your dissertation advisor before the submission date for the formal research proposal. Bring the notes you made when thinking through points 2 and 3. You and your advisor will then complete the form together and both sign it.

5. HAND IN two copies of the risk assessment form, one attached to each copy of your

formal research proposal. They should both be signed by both parties. Proposals without an assessment of risk attached will not be marked.

6. When your Formal Research Proposal is returned, make sure that you keep the risk

assessment form and take it with you to your study area to remind you of the hazards and precautions you should be taking.

Planning the research programme

Reviewing the literature Once you have chosen a research topic you will need to spend time in the library, browsing the web and researching elsewhere to make use of the available literature. Although the ideal dissertation topic is specific and highly-focused, you must be able to relate your work to broader areas of geographical enquiry and to work that has previously been done on the topic. Avoid the tendency to focus only on your specific hypotheses and ensure that you consider the wider implications of the work. You will need to write a literature review for your Formal Research Proposal and update it as you find more relevant articles. A literature review sets your work into the context of what has gone before and is an important part of the dissertation. At the end of the dissertation you will also need to evaluate your conclusions in the light of the existing literature. In terms of finding information, if your choice of topic was inspired by a journal article or text book then start there, look at the references that the authors have cited and track them down. If a lecture sparked your enthusiasm then you could ask the lecturer if they can suggest some reading. You can find books and articles through the library catalogue and on-line databases (see Keele University Library Factsheet No. 6. Online and CD-ROM Services. The following article is full of useful ideas on how to track down background material for your project. Flowerdew, R. 2005. Finding previous work on the topic. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition. [This chapter is very useful for all students, not just those doing human geography] Do not under-estimate the time it takes to locate and read sufficient background information to place your project into context or to refine the research objectives. You should have a clear idea of exactly what you are going to do and how you are going to achieve it before you leave Keele for the summer. When selecting the topic and area of study for your dissertation, remember to make use of Keele Map Library. Find out which maps are available at Keele (O.S. maps, geological maps, town plans, CD-ROMs etc.), how easy it will be to obtain maps of your study area and what resources will be available locally in your research area.

Formulating research questions

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Once you know something about your topic and have worked out what you are trying to do you will need to begin to formulate some research questions. The sorts of data you collect, questions you ask and answers you find will depend on the philosophy and methodology you adopt. There is a great deal of literature covering research design and techniques and you should consult it before finalising your methodology and remember to acknowledge it in your final dissertation. Useful things to read include...

Baker, V.R. 1996. Hypotheses and geomorphological reasoning. In Rhoads, B.L. & Thorn, C.E. (eds) The Scientific Nature of Geomorphology. Proc. Of the 27th Binghampton Symposium on Geomorphology. Wiley, Chichester: 57-85.

Graham, E. 2005. Philosophies underlying human geography research. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition

Haines-Young, R. & Petch, J. 1986. Physical Geography: its nature and methods. Harper & Row Ltd. London. Kitchin, R. and Tate, N.J. 2000. Conducting Research into Human Geography, Prentice Hall (Harlow). 330 pp.

Lindsay, J.M. 1997. Techniques in Human Geography. Routledge, London. [Chapter 2 Research and project design - defining the context for the use of techniques]

McDowell, L. 1997. Women/Gender/Feminisms: doing feminist geography. Journal of Geography in Higher Education, 21: 381-400.

Parsons, T. & Knight, P.G. 2005. How to do your dissertation in Geography and related disciplines. Routledge, London. 2nd Edition

Richards, K. 1996. Samples and Cases: generalisation and explanation in geomorphology. In Rhoads, B.L. & Thorn, C.E. (eds) The Scientific Nature of Geomorphology. Proc. Of the 27th Binghampton Symposium on Geomorphology. Wiley, Chichester: 171-189.

Shurmer-Smith, P. & Hannam, K. 1995. Worlds of Desire, Realms of Power. Edward Arnold, London. [Chapter 14 Doing Cultural Geography]

Thorn, C.E. 1988. Introduction to Theoretical Geomorphology. Unwin Hyman, Boston.

Women and Geography Study Group 1997. Feminist Geographies: explorations in diversity and difference. Longman, Essex. [Chapter 4 Methods and Methodologies in Feminist Geographies: politics, practice and power]

Data Collection This phase of your dissertation should normally be accomplished during the summer vacation and it is important to use this period productively. Depending on the topic, it may include fieldwork (surveying, questionnaires, interviews etc.), analysis of archival material, laboratory work, map work or the use of remote sensing imagery. If well planned this phase of the dissertation should take no more than 2-3 weeks depending on the topic. For some topics (e.g. those involving laboratory work) it may be necessary to return to Keele early in September before the start of term to complete this work. Ideally you should expect to have your data ready for analysis by the beginning of the autumn term. Whilst carrying out your fieldwork, make as much use as you can of local resources (Public Libraries, Planning Offices etc.). It is much easier and more efficient to use these when you are in the area than once you have returned to Keele. Remember to take photocopies of any information you may wish to refer to after you have left and take full reference details of any sources used. It may not be possible to go back and check them later. You will find it useful to read some of the following BEFORE starting your data collection.

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Questionnaires Adams, W.M. & Megaw, C.C. 1997. Researchers and the rural poor: asking questions in the Third World. Journal of Geography in Higher Education, 21: 199-214.

Bell, J. 2005 Doing Your Research Project. Open University Press, Buckingham. [Chapter 7 Designing and Administering Questionnaires] Bridge, G. 1992. Questionnaire Surveys. In Rogers, A., Viles, H. & Goudie, A. (eds) A Student’s Companion to Geography. Blackwell, Oxford: 196-206.

Lindsay, J.M. 1997. Techniques in Human Geography. Routledge, London. [Chapter 4 Questionnaires, interviews and allied techniques: getting information from people]

Parfitt, J. 2005. Questionnaire design and sampling. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition Interviews Bell, J. 2005. Doing Your Research Project. Open University Press, Buckingham. [Chapter 8 Planning and Conducting Interviews & Chapter 9 Diaries]

Burgess, J. 1992. The Art of Interviewing. In Rogers, A., Viles, H. & Goudie, A. (eds) A Student’s Companion to Geography. Blackwell, Oxford: 207-212.

McCracken, G. 1988. The Long Interview. Qualitative Research Methods Series No. 13. Sage Publications, London.

Valentine, G. 2005. Tell me about...:using interviews as a research methodology. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition. Participant Observation Bell, J. 2005. Doing Your Research Project. Open University Press, Buckingham. [Chapter 10 Observation Studies]]

Cook, I. 2005. Participant Observation. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition

Evans, M. 1988. Participant Observation - the researcher as research tool. In Eyles, J. & Smith, D.M. (eds) Qualitative Methods in Human Geography. Polity Press, Cambridge: 197-218. General Physical Geography Viles, H.A. 1992. Laboratory Work. In Rogers, A., Viles, H. & Goudie, A. (eds) A Student’s Companion to Geography. Blackwell, Oxford: 179-186.

Viles, H.A. 1992. Physical Geography Fieldwork. In Rogers, A., Viles, H. & Goudie, A. (eds) A Student’s Companion to Geography. Blackwell, Oxford: 187-195. Geomorphology & Biogeography Techniques Gardiner, V. & Dackombe, R. 1983. Geomorphological Field Manual. Allen & Unwin Ltd. London.

Gilbertson, D.D., Kent, M. & Pyatt, F.B. 1985. Practical Ecology for Geography and Biology - survey, mapping and data analysis. Hutchinson & Co. London.

Goudie, A.S. et al. 1990. Geomorphological Techniques (2nd ed.). Routledge, London.

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Surveying Ritchie, W., Wood, M., Wright, R. & Tait, D. 1988. Surveying and Mapping for Field Scientists. Longman, Essex. Climate and Meteorology Linacre, E. 1992. Climate Data and Resources - a references and guide. Routledge, London. Environmental Studies Morriss, P. & Therivel, R. 1995. Methods of Environmental Impact Assessment. UCL Press, London.

Watts, S. and Halliwell, L. 1996. Essential Environmental Science - methods and techniques. Routledge, London. Reconstructing Past Environments Hooke, J.M. & Kain, R.J.P. 1982. Historical Change in the Physical Environment. Butterworth Scientific, London. Lowe, J.J. & Walker, M.J.C. 1996. Reconstructing Quaternary Environments (2nd ed). Longman, Essex.

Menzies, J. 1996. Past Glacial Environments - sediments, forms and techniques. Butterworth-Heinemann, Oxford. Secondary Data Sources Baker, A.R.H. 1997. “The dead don’t answer questionnaires”: researching and writing historical geography. Journal of Geography in Higher Education, 21: 231-244.

Bell, J. 2005. Doing Your Research Project. Open University Press, Buckingham. [Chapter 6 The Analysis of Documentary Evidence]

Campbell, D. & Campbell, M. 1995. The Student Guide to Doing Research on the Internet. Longman, Essex.

Clark, G. 2005. Secondary data sources. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, 2nd edition.

Lindsay, J.M. 1997. Techniques in Human Geography. Routledge, London. [Chapter 11 Using the Internet]

Livingstone, I. & Shepherd, I. 1997. Using the internet. Journal of Geography in Higher Education, 21: 435-443.

Williams, M. 1992. Archives in Geographical Research. In Rogers, A., Viles, H. & Goudie, A. (eds) A Student’s Companion to Geography. Blackwell, Oxford: 221-230.

Data Analysis This normally takes place during the first semester and early part of second semester in your third year. The School of Physical and Geographical Sciences has a number of special facilities that you may use in doing your dissertation. You will need to make appropriate arrangements with laboratory and technical staff and with your supervisor. • Laboratories. Students can have supervised access to laboratories. You are advised to

discuss this with laboratory technicians as soon as practicable. • Map digitizer. This facility can be used to obtain quantitative measurements from maps

and to create base maps for the display of e.g. census data. • GIS and Image processing. A number of computer programs are available for spatial data

analysis. Modifications to these may be suitable for individual projects.

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• Computing. Computer laboratories within the School contain a wide range of machines and facilities that may be useful in data analysis, preparation of illustrations and the preparation of your dissertation.

Data analysis & presentation can take more time than anticipated. Make sure that you are using appropriate techniques especially if you are undertaking statistical or spatial analysis. In addition to the following references, your second year practical notes should be a useful reminder of some analytical techniques. Quantitative Analysis Bryman, A. & Cramer, D. 1996. Quantitative data analysis with Minitab - A guide for Social Scientists. Routledge, London.

Burt, J.E. & Barber, G.M. 1996. Elementary Statistics for Geographers. The Guilford Press, New York.

Ebdon, D. 1985. Statistics in Geography (2nd ed). Blackwell, NY.

Fotheringham, A.S. 2005. Analyzing numerical data. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition

Lindsay, J.M. 1997. Techniques in Human Geography. Routledge, London. [Chapters 5 & 6 Coming to terms with statistics, Statistics in action]

Lovett, A.A. 2005. Analyzing categorical data. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition

Parsons, T. & Knight, P.G. 2005. How to do your dissertation in Geography and related disciplines. Routledge, London. [Chapters 7 & 8 What can I do with my data when I’ve got them? What amount of data do I need?]

Shaw, G. & Wheeler, D. 1994. Statistical Techniques in Geographical Analysis (2nd ed). Fulton, London.

See also CATMOG series of pamphlets available in Map Library - Concepts and Techniques in Modern Geography including Linear Regression, Models in Human Geography etc. Qualitative Analysis Aitken, S. C. 2005. Analysis of texts: armchair theory and couch-potato geography. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition

Crang, M. 2005. Analyzing qualitative materials. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition

Feldman, M. 1995. Strategies for interpreting qualitative data. Sage, Beverly Hills.

Jones, S. 1985. The analysis of depth interviews. In Walker, R. (Ed) Applied Qualitative Research. Gower Press, Aldershot: 80-87.

Reissman, C. 1993. Narrative Analysis. Sage, Beverly Hills.

Strauss, A. 1987. Qualitative Analysis for Social Scientists. CUP, Cambridge. GIS, Spatial Analysis & Modelling Bailey, T. & Gatrell, A. 1995. Interactive Spatial Analysis. Longman, Essex. Goodchild, M.F. (ed) 1994. Environmental Modelling with GIS. OUP, Oxford.

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Jones, C.B. 1997. Geographical Information Systems and Computer Cartography. Longman, Essex.

Martin, D. 2005. Geographical information systems and spatial analysis. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition.

Parsons, T. & Knight, P.G. 2005. How to do your dissertation in Geography and related disciplines. Routledge, London, 2nd edition

[Chapter 9 Should I model?]

Raper, J. 1992. Geographical Information Systems. In Rogers, A., Viles, H. & Goudie, A. (eds) A Student’s Companion to Geography. Blackwell, Oxford: 168-178.

Writing When you plan your research programme, ensure that you leave sufficient time to write up your work. It is never too soon to begin writing your dissertation and it always takes longer than you think (see below). Boyle, P. 2005. Writing up - some suggestions. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition

Lindsay, J.M. 1997. Techniques in Human Geography. Routledge, London. [Chapter 9 Using computer applications]

Parsons, T. & Knight, P.G. 2005. How to do your dissertation in Geography and related disciplines. Routledge, London. 2nd edition

Writing the Dissertation A dissertation is not simply a long essay, but an account of research. The style and format of a dissertation may be unlike anything you have ever written before and you should discuss a detailed plan of the dissertation with your advisor.

Length The length limit for the single dissertation is 6,000 words, and for the double dissertation 11,000. You must not exceed that limit. If you do exceed the word limit you will be penalised by a deduction of marks. Students must provide a statement of the total word length and include this in their declaration on the opening page of the dissertation (see page 29 “Presentation: the technicalities”). The word length is applied to the main body text of the dissertation, and excludes the following: • Appendices • References • Footnotes • Captions and notes on graphs, diagrams or other illustrative materials • Text-based materials that are used to illustrate arguments made within the main body of

the dissertation, such as sections of interview transcripts or text from source materials. These should be clearly demarcated as different from the main body text, either by the use of indented text (for long, direct quotations from source materials) or text boxes.

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Data Presentation Where appropriate, maps, graphs and diagrams should be used to illustrate the text and provide detailed information e.g. of a field site or calibration curve. Such illustrations, especially maps, can make a major contribution to the dissertation. They should be clear and simple and be drawn bearing in mind the A4 size. All illustrations should be numbered so that they can be clearly referred to in the body of the text. The system by which they are identified chapter by chapter (e.g. so that Fig. 3.4 refers to the fourth illustration in Chapter Three) is often the most practical especially if the chapters are not written in the order presented. The sources of all derived material should be fully acknowledged. How much time to spend on drawing maps and diagrams is up to the individual, but as with writing, they can easily take more time than at first anticipated. Explore the use of graphic packages on the computers, especially for the presentation of numerical data. When deciding which maps to use to illustrate your text, check with the Map library (in the Main library) for availability and allow plenty of time to prepare your maps. It is acceptable to use maps constructed from official sources like DIGIMAP, but you must always give the source and always abide by any copyright restrictions. Each illustration should have a figure caption and indications of orientation, scale and legend information where appropriate. Selective use of photographs can be effective but photographs need clear annotation and must be linked to the text. An overlay or accompanying, annotated, analytical sketch may well be necessary it they are to be meaningful. Data can also be presented as tables. If the primary data consists of voluminous tabulations, put these into an appendix and include summary tables of salient points in the text. Make sure that all tables are clearly headed, that precise definitions of rows and columns are given and that sources are noted. Remember to number all tables, figures (diagrams and maps) and photographs consecutively as you refer to them in the text. They should then appear on the next page following the first reference to them. Avoid grouping all figures etc. at the end of chapters. Dunn, C.E. & Roberts, B.K. 2005. Maps and illustrations. In Flowerdew, R. & Martin, D. (eds) Methods in Human Geography - a guide for students doing a research project. Pearson, London, 2nd edition

Lindsay, J.M. 1997. Techniques in Human Geography. Routledge, London. [Chapters 7 & 9 Maps and mapping techniques, Computer mapping]

Style Your dissertation should be written in the style of an academic research publication. Your object is the precise use of plain words to convey meaning with absolute clarity and the greatest economy. Avoid personal pronouns, exclamation marks, jargon, clichés, colloquialisms, excessive use of capitals and note form. Read your writing aloud to yourself to ensure it makes sense. Pay due attention to punctuation, grammar and spelling. The text of your dissertation should be structured into chapters, sections and paragraphs. There are different conventions about presenting results and interpretation/findings separately – seek advice from your advisor about what is best for your material. Begin each chapter with a statement of its purpose and structure; and if you sub-divide it, make it clear what each section contributes to the argument. The individual paragraphs are the basic building bricks. Each should have its own topic, its own stage in the development of the argument. A bad overall design will express itself in a ramshackle muddle of unstructured chapters and ill-conceived paragraphs. The rules, therefore, are very simply expressed: plan down to the last detail and then write with simplicity, precision and economy.

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References Other than in exceptional circumstances and with the permission of your supervisor, you should always use The “Harvard” referencing system. The ‘Harvard’ System Author’s names (not initials) and dates are given in the body of the text (e.g. Bloggs, 1999, p.151; Twerpe & Phoole, 2000) and the references are listed alphabetically at the end of the dissertation under the heading ‘References’:

Bloggs, C. 1999. Fried-fish shops and the central-plaice system. Area 362: 1-45. Twerpe, G.A. & Phoole, N.B.G. 2000. Location theory. Idiocy Publishing, London.

If you refer to electronic sources then please ensure that you cite the information properly in your reference list. Simply giving the home page address of a large organisation is not sufficient. The following examples provide illustration: On-line materials

Author/editor, Year, Title [online]. Edition. Place of publication: Publisher (if ascertainable). Available from: URL [Accessed Date]. Example: Holland, M. 1996. Harvard system [online]. Poole: Bournemouth University. Available from http://bournemouth.ac.uk/service-depts/lis/LIS-Pub/harvardsyst.html [Accessed 15 April 2005]. Mailbase/Listserve mail lists

Author, Day Month Year. Subject of message. Discussion List [online]. Available from: list e-mail address [Accessed Date]. Example: Brack, E.V., 2 May 1995. Re: Computing short courses. Lis-link [online]. Available from: mailbase@mailbase.ac.uk [Accessed 17 April 2004].

Appendices The word limit for the body of the dissertation is enforced in the interests of fairness between candidates and over-length submissions will be penalised. Appendices must not be used as a device for extending the main text, but it is legitimate to use them as repositories for reference material, such as bulky original data tables or sample questionnaires.

Access to past Dissertations

You are strongly advised to consult past dissertations to get an idea of what has previously impressed the examiners. Your supervisor may be able to show you examples of ‘good’ dissertations from previous years in your particular subject area, and a small number are available for reference in the School Office.

Presentation: the technicalities The dissertation must be presented in A4 format with text word-processed at one and a half or double line spacing (depending on the typeface). You should leave a wide left-hand

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margin (approx. 30 mm) and reasonable other margins (approx. 20 mm). 11 point font-size is the minimum acceptable for the main text Dissertations must be handed in securely-bound with either a comb or spiral binding (slide-on plastic clamps or other loose-leaf bindings are not acceptable). This can be done in the Students’ Union. The basic layout of your dissertation should be as follows: Cover – Geography Double Dissertation or Geography Single Dissertation Module GEG 30006 Module GEG 30008 Year of Submission Year of Submission Title of Dissertation Title of Dissertation Student ID Number Student ID Number Word count (main body of text): Word count (main body of text): Title Page - Repeat the information above Declaration – This declaration, which will be removed in the office before the dissertation is marked in order to preserve anonymity, must be inserted unbound at the front as follows:

Title of Dissertation, Year of submission, Student ID “I declare that this dissertation is my own original work, and contains nothing which is the outcome of work done in collaboration. No part of the work is a quotation from published or unpublished sources, except where this has been clearly acknowledged as such by citation of the source. The word count of the main body of the text is [include word count here] ”

Signature……………………….. Date…………… Abstract - a concise summary of the whole dissertation: what you have done, where you did

it and what you concluded. It should not be a shortened version of the introduction, nor a summary of the conclusions. Look at journal articles, or chapter 11 in Parsons and Knight (2005) to see what goes into a good abstract.

Acknowledgements Table of Contents – chapter headings should be listed in the table of contents.

List of Tables, List of Figures - including maps, graphs, diagrams and photographs

The body of the dissertation - be arranged in appropriate chapters with pages numbered.

Appendices - if required

References.

Detailed discussion of what should go in each section of the dissertation (for example the Introduction, Results or Discussion sections) is provided by Parsons and Knight (2005)

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Differences between “single” and “double” Dissertations

The differences between the single and double dissertations are largely quantitative: the double module involves twice as much student time and allows a longer write-up. In simple terms, the single module allows for a relatively small project, the double allows for a bigger project. The table below quantifies this more specifically. GEG-30008 (Single) GEG-30006 (Double) Credits 15 30 Hours of student work 150 300 Maximum total length (words) 6,000 11,000 Expected total length (words) 4,000 - 6,000 8,000 – 11,000 The reduced time and length available for the single module does not mean that the examiners will forgive a weak project. The single dissertation may address a less complex topic, or may involve a project based on a smaller data set, but it must still demonstrate effective research practice. The differences between the two dissertations can be illustrated with reference to two key sections: the literature review and the discussion. These sections are major parts of the dissertation because they set the project and its findings into a broader context within the discipline, and demonstrate the student’s knowledge and understanding of the subject area. The single dissertation will necessarily have shorter literature review and discussion, and so may not be able to provide so comprehensive or detailed a review as the double dissertation. The single dissertation must review the essential literature in detail, and demonstrate an awareness of the broader literature. The double dissertation literature review should be more comprehensive and provide more detail on a wider range of literature beyond the immediate confines of the project. Likewise, the discussion in the single dissertation may be shorter than in the double, and while the single dissertation discussion must address the significance, implications and limitations of the project’s findings, the double dissertation discussion will do so in more depth and with reference to a broader context of material across the discipline. In each case, the breadth and depth of the discussion should match that of the literature review. The table below indicates approximately what the examiners will anticipate for key sections of the single and double dissertation. These indications should help you plan your dissertation, and they help to ensure consistency in the marking, but they are flexible and you should discuss them with your advisor in the context of your particular project. GEG-30008 (Single) GEG-30006 (Double) Literature Review The Literature Review should be

detailed on core material, should make reference to the broader context of the topic and should be approx 1500 words or more.

The Literature Review should be comprehensive on core material, should be detailed on the broader context of the topic and should be approx 3000 words or more.

Discussion The Discussion should address major issues comprehensively, should recognise subtle issues and address them briefly, and should be approx 1500 words or more.

The Discussion should address major issues comprehensively, should address subtle issues comprehensively, and should be approx 3000 words or more.

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Assessment

How the assessment is managed Each dissertation is marked anonymously by two or more members of staff, one normally being your advisor. First, two assessors submit independent written reports and marks. Markers use a standard form to report their comments, a copy of which is given in the appendix to this handbook. If there is a minor divergence between the two assessors, e.g. both awarding upper seconds but with different % scores, they discuss the dissertation and attempt to agree a mark. If they cannot agree then the dissertation will be marked by a third internal assessor and/or the external examiner(s) who will consider the dissertation in light of both previous sets of marks and reach a final decision. If there is a major difference in the initial marks the dissertation is referred directly to a third internal assessor and to the external examiner. The External Examiner and the Geography Board of Examiners review the marks of the entire cohort. Anonymous double-marking, and scrutiny by the external assessors, are the main guarantees of fairness and consistency in assessment, but standardisation is helped by staff using an agreed framework of assessment criteria.

General Assessment Criteria The “Geography Dissertation General Marking Criteria” are given in the appendix to this handbook. The criteria include: clarity of writing; quality of organisation and presentation; range of source material and contextualisation within Geographical literature; understanding of conceptual and methodological issues; effective research practice; original, independent thinking; use of detailed evidence. In addition, markers are invited to report specifically on the following points in grading dissertations, as well as giving their overall opinion of the student’s initiative and competence:

Selection of Topic - Is this well-defined, feasible, original, was it realistic to attempt?

Aims and Objectives – Is there a clearly expressed rationale? Are objectives clearly defined and do they run as a thread connecting all stages of the work?

Incorporation of existing knowledge - Is there evidence that the student has critically reviewed the literature and used it to structure his/her own research?

Implementation of techniques – Are appropriate techniques used and justified? Is there evidence of acquisition of either primary or secondary data from appropriate sources? Is data clearly presented? Is there adequate data for answering the research question(s)? Has data been analysed appropriately? Has proper use been made of statistical, graphic and cartographic techniques?

Results /Discussion – Are the results consistent with what has been undertaken? Are they clearly presented and knowledgeably discussed / interpreted?

Conclusion – Is the outcome of the research handled perceptively, critically and with sound judgement? Do the conclusions correspond with the objectives and do they summarise the work and maintain its focus?

Presentation and construction – Does the dissertation include all the required elements such as abstract, references, etc.? Is it correctly formatted and set out according to the instructions in the handbook?

Please refer to the “Geography Dissertation General Marking Criteria” given in the appendix

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Specific mark thresholds In addition to the use of the general criteria to establish a mark, the examiners also adopt “threshold criteria” that add an additional level of clarity and uniformity to marking standards. Threshold criteria indicate specific requirements that must be fulfilled in order to achieve a mark above a set level. For example, it is not possible for a dissertation that cites no literature to score a pass mark, so even if everything else about the project is excellent, the lack of references will limit the final score to less than 40%. There are several of these threshold criteria relating to key components of the module and they are incorporated into the examiner’s report forms. Some of the threshold criteria are different for the single and double modules, and help to explain the differences between the modules.

Criterion Threshold

mark GEG-30006 (double) GEG-30008 (single)

Literature review

To achieve 40%

There must be a substantial Literature Review that describes the project’s context within the discipline.

There must be a short Literature Review that describes the project’s context within the discipline.

To achieve 70%

The Literature Review should be comprehensive on core material, should be detailed on the broader context of the topic and should be approx 3000 words or more.

The Literature Review should be detailed on core material, should make reference to the broader context of the topic and should be approx 1500 words or more.

Discussion To achieve 40%

There must be a substantial Discussion that addresses the significance, implications and limitations of the project’s findings.

There must be a short Discussion that addresses the significance, implications and limitations of the project’s findings.

To achieve 70%

The Discussion should address major issues comprehensively, should address subtle issues comprehensively, and should be approx 3000 words or more.

The Discussion should address major issues comprehensively, should recognise subtle issues and address them briefly, and should be approx 1500 words or more.

Presentation and Style

To achieve 40%

The presentation and style should be sufficiently clear to allow the reader to engage easily with the content, and should be largely in the format prescribed in this handbook, including the Harvard style for referencing.

To achieve 70%

The presentation and style should be polished and highly lucid, allowing the reader to engage effortlessly with the content, and should be entirely in the format prescribed in this handbook, including the Harvard style for referencing.

NB: These indications help to ensure consistency in the marking, but they are flexible and you should discuss them with your advisor in the context of your particular project.

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When you need help For questions specific to your research project, you should first see your dissertation advisor. For general queries, and questions that arise before you have been allocated an advisor, please see the Dissertation tutor.

Dissertation Supervision: code of conduct Your dissertation advisor is there to guide you through the research process, but the responsibility for the research is your own. Dissertation advisors will be allocated early in the spring semester, and thereafter a series of individual and/or group meetings will be arranged. Outside of these meetings, it is your responsibility to contact your dissertation tutor when you require help. Students can expect their dissertation advisor to: • Discuss and advise on project design when you are formulating your research proposal • Discuss plans for research prior to fieldwork, including feedback on research methods • Discuss plans for research analysis. • Discuss in detail a structure for writing up the dissertation • Conduct a detailed read-through of a maximum of a single chapter, commenting on

academic content, writing style and noting typographical and other errors. • Give general feedback on a finished draft of the entire dissertation Dissertation advisors will expect their students to: • Take responsibility for managing and executing their dissertation research • Respond to emails and/or notices requesting them to visit their dissertation tutor • Inform them in writing of any changes in fieldwork that may affect their submitted risk

assessment. [NB This is essential – even if these are occurring over the long vacation] • Alert them to any significant changes in research direction • Keep them informed of progress with research planning, data collection, analysis, and

write-up • Give them significant time to review draft chapters and other materials students may

submit for review

If we need to contact you Your advisors and the dissertation tutor will initially contact you via the Dissertation notice board (outside the Cope Lab) or by e-mail. You should check your Keele e-mail account, and look at the notice board, frequently.

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Learning Outcomes By the end of the module, successful students will be able to: • choose and refine a specific research topic/problem; • synthesise and evaluate a selection of key concepts, conflicting and complementary

debates and research publications in geography; • demonstrate critical thinking • develop and present in written form a sustained and reasoned argument to assess

contrasting Geographical theories or explanations; • devise a research strategy to tackle a research problem; • safely collect and analyse original data or conduct original analysis of data drawn from

diverse existing sources; • demonstrate the ability to write a substantial report using sustained argument and

effective presentation.

Appendices and additional documents See below for

• Geography Dissertation General Marking Criteria Additional documents are also available for download on the Dissertations web page, including Forms 2 and 3, the examiners’ marking report form, the Risk Assessment form, and supplementary advice documents. You are strongly advised to study these documents carefully as you carry out your dissertation work.

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Geography Dissertation General Marking Criteria

These are modified for the purposes of the Geography Dissertation but based on the principles of the Keele University marking criteria published by the Academic Registrar: http://www.keele.ac.uk/depts/aa/newacadregpages/marking%20criteria.htm Class %

range Typical characteristics (expectation)

90-100%

An outstanding project. Comprehensively contextualised within the Geographical literature. Demonstrates an outstanding understanding of conceptual and methodological issues. Shows abundant evidence of effective research practice. Original, independent thinking informs a report based upon rigorous argument accurately supported by detailed evidence derived from a wide range of source material. Superbly organised and presented. Lucidly written. Could not be bettered at undergraduate level.

80-89%

An excellent project. Very clearly contextualised within the Geographical literature. Demonstrates an excellent understanding of conceptual and methodological issues. Shows abundant evidence of effective research practice. Original, independent thinking informs a report based upon rigorous argument accurately supported by detailed evidence derived from a wide range of source material. Very well organised and presented. Lucidly written. Few aspects that could be improved at undergraduate level in the time available.

FIRST CLASS

70-79%

A very good project. Demonstrates most, but not all of the qualities described above. Contains no significant errors or omissions, although there will be aspects that could be improved.

65-69%

A good project. Clearly contextualised within the Geographical literature. Demonstrates a good understanding of conceptual and methodological issues. Shows clear evidence of effective research practice. Clear thinking with elements of originality informs a report based upon sound argument accurately supported by relevant evidence derived from a wide range of source material. Well organised and presented. Lucidly written.

UPPER SECOND CLASS

60-64%

A sound and effective dissertation, somewhat better than would be expected of the “average” piece of work. May have some shortcomings or minor errors relative to the descriptions above, but no fundamental errors or major omissions.

55-59%

An adequate project, typical of what would be expected of an “average” piece of work. Contextualised within the Geographical literature. Demonstrates an understanding of major conceptual and methodological issues. Shows some evidence of effective research practice. Largely clear thinking informs a report based upon sound argument supported by relevant evidence. Organisation, presentation and clarity of writing will be sufficient for the reader to engage easily with the dissertation. May lack detailed appreciation of subtle points.

LOWER SECOND CLASS

50-54%

A slightly flawed project. May lack some of the expected clarity or detail in one or more aspects of the work, but will nevertheless be contextualised within the Geographical literature, will demonstrate some understanding of major conceptual and methodological issues and will show some evidence of effective research practice. The report will be based largely upon sound argument supported by relevant evidence. Organisation, presentation and clarity of writing will be sufficient for the reader to engage with the dissertation.

THIRD CLASS

45-49%

A flawed project. May lack quality in several aspects, but still provides some contextualisation within the Geographical literature, demonstrates

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at least limited understanding of some conceptual and methodological issues, and shows at least limited evidence of effective research practice. The report will contain elements of sound argument supported by at least some relevant evidence. Organisation, presentation and clarity of writing will be sufficient for the reader to engage with most aspects of the dissertation. There may be some failure to address important aspects of the topic or to appreciate some important conceptual or methodological issues. There may be signs of limited knowledge or understanding, and there may be confusion about more complex material. Content may lack important detail. Arguments and conclusions may be superficial.

40-44%

A seriously flawed project. Barely adequate. May lack quality in many aspects, but still provides at least some limited contextualisation within the Geographical literature, demonstrates at least limited understanding of some conceptual or methodological issues, and shows at least limited evidence of effective research practice. The report will contain elements of sound argument supported by at least some relevant evidence. Organisation, presentation and clarity of writing may be weak, but will be sufficient for the reader to engage with most aspects of the dissertation. There may be serious failures in addressing important aspects of the topic or appreciating important conceptual or methodological issues. There may be signs of severely limited knowledge or understanding, and there may be confusion about more complex material. Content may lack important detail. Arguments and conclusions may be superficial.

PASS 35-40%

An unsatisfactory project, but showing at least a skeletal grasp of some relevant issues and necessary material and/or skills. There are some signs of understanding and some demonstration of skills, but below honours degree standard (i.e. work which shows an inadequate grasp of the requirements of the dissertation, fails to address the issues, and/or contains serious errors or omissions) May be inadequate in a key area such as contextualisation or the demonstration of effective research practice.

30-34%

A very unsatisfactory project. Shows some evidence of a basic grasp of material and/or skills, but an inability to apply it appropriately; there may be gross misconceptions or fundamental failings. Does show some work towards the project objectives, but may be seriously inadequate in key areas such as contextualisation or the demonstration of effective research practice.

20-29%

Extremely Unsatisfactory. Shows very little evidence of a basic grasp of material and/or skills, The project may contain some correct and relevant material, but many issues are neglected or are covered incorrectly. Does not demonstrate much progress or evidence of effective research practice.

10-19%

Outstandingly Unsatisfactory. Shows some evidence of the student attempting the project and having benefitted from the degree programme, but is inadequate in most respects.

FAIL

0-9% Wholly inadequate. Shows little or no evidence that the student has engaged with or benefitted from the programme. Significantly lacking in all the basic elements.