KENT INITIAL MINISTERIAL EDUCATION 4-7

HANDBOOK

MA in Ordained Ministry(Level 7)

Module Title: Ministry in Context: Research (MCR)

Credit Rating: 20 credits at Level 7

ECTS: 10 credits

Duration: 200 hours of student learning time 6 hours supervision

Academic Responsibility: Supervisor appointed by Course Director

Module AimThis module comprises the first of two stages of the final element required for completion of the MA qualification; the second stage is Ministry in Context: Dissertation (MCD).

The aim of the module is to develop a student’s ability to research and analyze a particular ministry context in-depth in preparation to write a sustained piece of theological reflection as a contribution to the life and mission of the local church.Students shall be introduced to a variety of appropriate research related skills linked to their professional practice within ministry. The module will provide the structures for planning, developing and evaluating research as well as an understanding of research related issues.

Learning OutcomesOn successful completion of this module students will be able to: Demonstrate a critical understanding of research strategies to support

reflection, critical analysis and synthesis of ideas; Critically review evidence in support of arguments and conclusions including

issues such as reliability, validity and contradictory information; Identify a significant and complex area of enquiry related to a ministry context

and establish a theological reflection method for investigation/exploration of key concepts, models and principles;

Deploy the appropriate skills and knowledge in order to formulate a research proposal that identifies the focus of research, methodology, development plan, key issues and persons;

Work autonomously with minimum guidance to manage information, research tasks, writing and deadlines.

Indicative Module ContentThis module will provide students with research methods, skills and critical appreciation of various techniques and methods of enquiry.

These aspects will be covered through seminars that will include a variety of appropriate research related skills linked to their professional practice within ministry.

This will include: development of skills related to raising analytical research questions; structures for planning, developing and evaluating research; understanding research related issues, particularly relating to ethics and

confidentiality in empirical research; identifying appropriate research methodologies for planning and executing

research projects; developing a Research Proposal; analyzing findings and coherent presentation.Students are introduced to a variety of appropriate research related skills linked to their professional practice within ministry. Emphasis will be placed on structures for planning, developing and evaluating research as well as an understanding of research related issues. The outcome of this part will be a 2,000 word critical review of bibliographic material related to research skills and the drawing of lines of theological reflection related to the chosen area of research.

Students shall formulate a Research Proposal of 2,000 words that forms the critical basis and parameters of the subsequent research for the MA dissertation (Ministry in Context: Dissertation). The Proposal shall identify the subject of the dissertation and shall be related to the interface between the theological tradition and the practice of Christian ministry and mission. It shall address the topic of the research, what others have written on the topic, conceptual/theoretical frameworks useful in approaching the research, method(s) likely to be useful in undertaking the research, planning and design, the research process, interpretation of research, how the findings may contribute to knowledge in this field.

The Research Proposal shall proceed under the supervision of a Supervisor appointed by the Course Director. The area of research will be proposed by the student and negotiated with the Supervisor with regards the nature, scope and suitability of the proposed project.

Teaching and Learning StrategiesAn important feature of this module is to provide students with a degree of autonomy that encourages them as reflective practitioners. The module includes seminars in various aspects of research methods, and supervision sessions as students develop a Research Proposal. Supervisors are appointed by the Course Director.

AssessmentStudent’s progression to Ministry in Context: Dissertation will be conditional upon:(1). Attendance and successful completion of the set of seminars in ResearchMethods, and(2) a critical review of bibliographical material related to the chosen research area of2,000 words (50% of the total module mark), (LO 1-3, 5) and(3) satisfactory submission, by the required date, of the Research Proposal of 2,000 words (50% of the total module mark) (LO 4-5).

The Research Proposal submitted by the student must satisfy the sub-committee that the subject of the dissertation and the manner of its treatment proposed by the student are acceptable, that the student is capable of carrying out the research, and of successfully submitting the dissertation by the required date. In those cases where the student fails to satisfy the sub-committee of having met these requirements, the student will be refused permission to progress. This refusal will have the effect of a feedback and will permit the candidate to resubmit for examination a redrafted Research Proposal along with an oral presentation reflecting on the process of the research relating to project design and literature review. This part of the assessment will cover Learning Outcomes 1-4. If the sub-committee is not satisfied that the student is capable of carrying out the research following the resubmission and oral presentation permission to proceed to the dissertation will be refused.

Indicative BibliographyBell, J. (2005) Doing Your Research Project: A Guide for First-Time Researchers in Education, Health and Social Science (4th ed) Buckingham: Open University Press.Blaxter, L. et al (2006) How to Research (3rd ed) Milton Keynes, Oxford: OUP.Booth, W.C., Colomb, G.G. & Williams, J.M. (2008) The Craft of Research (3rd ed) Chicago: Chicago University Press.Burgess, R.G. (1990) In the Field: An Introduction to Field Research New York:Routledge.Carey, G.V. (1979) Mind the Stop, A Brief Guide to Punctuation Harmondsworth:Penguin.Cohen, L., Manion, L & Morrison, K. (2007) Research Methods in Education London: Routledge.Denscombe, M. (2007) The Good Research Guide for small scale social research projects (3rd ed) Buckingham: Open University Press.Gaskell, P. (2002) A New Introduction to Bibliography (new ed) Oxford: Clarendon.Hart, C. (1998) Doing a Literature Review: Releasing the Social Science Research Imagination Buckingham: Open University Press.Mann, T. (1998) The Oxford Guide to Library Research Oxford: OUP.

Murray, R. (2006) How to Write a Thesis Buckingham: Open University Press.Pears, R. & Shields, G. (2008) Cite them right: the essential referencing guideLondon: Pear Tree Books.Preece, R.A. (2000) Starting Research: An Introduction to Academic Research and Dissertation Writing London: Continuum.Rudestam, K.E. & Newton, R.R. (2007) Surviving Your Dissertation: AComprehensive Guide to Content and Process (3rd ed) London: Sage Publications.Seale, C. (1999) The Quality of Qualitative Research London: Sage Publications.Sharp, J.A., Peters, J. & Howard, K. (2002) The Management of a Student Research Project (3rd ed) London: Gower.Schostak, J. & Schostak, J. (2007) Radical Research: Designing, developing andwriting research to make a difference London: Routledge.Silverman, David (ed.) (2004) Qualitative Research: Theory, Method and Practice (2nd ed.) London: Sage.Strunk, W. & White, E.B. (1999) The Elements of Style (4th ed) Needham HeightsMass: Allyn and Bacon.Swetnam, Derek (2004) Writing your Dissertation: The bestselling guide to planning, preparing and presenting first-class work (rev. 3rd ed.) Oxford: How To Books.Wisker, G. (2007) The Postgraduate Research Handbook (2nd ed) Basingstoke:Palgrave.

Module Title: Ministry in Context: Dissertation (MCD)

Credit Rating: 40 credits at Level 7

ECTS: 20 credits

Duration: 400 hours of student learning time 8 hours supervision

Academic Responsibility: Supervisor appointed by Course Director

Module AimThis module is the final element required for completion of the MA qualification and builds upon Ministry in Context: Research as the student aims to conduct in-depth research to produce a sustained piece of theological reflection of 8,000 words on a topic related to Christian ministry and mission.

Learning OutcomesOn successful completion of this module students should have acquired: The skills to engage in advanced ministerial research; The ability to identify and define complex theological issues; A systematic knowledge and understanding of their subject area and the

ability to apply this to evaluating their research outcomes; The ability to present a sustained piece of theological reflection that relates to

the interface between the theological tradition and the practice of Christian ministry and mission;

The ability to work autonomously with minimum guidance to manage information, research tasks, writing and deadlines.

Indicative Module ContentThis module requires, as a pre-requisite, successful completion of Ministry inContext: Research (MCR). Applications will be considered by a sub-committee for viability of the chosen area and for potential successful completion.The student will undertake their study and research under a Supervisor appointed by the Course Director. The area of research will be exclusively the one submitted as the Research Proposal in MCR. The module will be exclusively student-centred. Students and supervisors will arrange regular individual tutorials during term time. It will be the responsibility of the student to negotiate additional tutorial support if and when required, but generally, students will be expected to show a large degree of autonomy in their research activities.

Teaching and Learning Strategies

The module has only a research component: the proposed dissertation in the chosen area of work of 8,000 words.

AssessmentAn 8,000 word dissertation, worth 100% of the total module mark. Two copies of the dissertation are to be submitted.

Indicative BibliographyBell, J. (2005) Doing Your Research Project: A Guide for First-Time Researchers in Education, Health and Social Science (4th ed) Buckingham: Open University Press.Blaxter, L. et al (2006) How to Research (3rd ed) Milton Keynes, Oxford: OUP.Booth, W.C., Colomb, G.G. & Williams, J.M. (2008) The Craft of Research (3rd ed) Chicago: Chicago University Press.Carey, G.V. (1979) Mind the Stop, A Brief Guide to Punctuation Harmondsworth:Penguin.Cohen, L., Manion, L & Morrison, K. (2007) Research Methods in Education London: Routledge.Denscombe, M. (2007) The Good Research Guide for small scale social research projects (3rd ed) Buckingham: Open University Press.Gaskell, P. (2002) A New Introduction to Bibliography (new ed) Oxford: Clarendon.Hart, C. (1998) Doing a Literature Review: Releasing the Social Science Research Imagination Buckingham: Open University Press.Mann, T. (1998) The Oxford Guide to Library Research Oxford: OUP.Murray, R. (2006) How to Write a Thesis Buckingham: Open University Press.Pears, R. & Shields, G. (2008) Cite them right: the essential referencing guideLondon: Pear Tree Books.Preece, R.A. (2000) Starting Research: An Introduction to Academic Research and Dissertation Writing London: Continuum.Rudestam, K.E. & Newton, R.R. (2007) Surviving Your Dissertation: AComprehensive Guide to Content and Process (3rd ed) London: Sage Publications.Seale, C. (1999) The Quality of Qualitative Research London: Sage Publications.Sharp, J.A., Peters, J. & Howard, K. (2002) The Management of a Student Research Project (3rd ed) London: Gower.Schostak, J. & Schostak, J. (2007) Radical Research: Designing, developing andwriting research to make a difference London: Routledge.Silverman, David (ed.) (2004) Qualitative Research: Theory, Method and Practice (2nd ed.) London: Sage.Strunk, W. & White, E.B. (1999) The Elements of Style (4th ed) Needham HeightsMass: Allyn and Bacon.

Swetnam, Derek (2004) Writing your Dissertation: The bestselling guide to planning, preparing and presenting first-class work (rev. 3rd ed.) Oxford: How To Books.Wisker, G. (2007) The Postgraduate Research Handbook (2nd ed) Basingstoke: Palgrave.

Appendix 1: Ministry in Context: Research (MCR) and Ministry inContext: Dissertation (MCD)

On successful completion of the required assignments at Level 7, and the 20 credit module Ministry in Context: Research (MCR), students may progress to the 40 credit dissertation titled Ministry in Context: Dissertation (MCD). These two modules will usually be undertaken in years 4/5. In exceptional cases MCR and MCD may be undertaken in years 3/4. For example,a curate might know that in their post-curacy appointment they want to be involved in theological education, or perhaps go abroad.

(a). Ministry in Context: Research (MCR)The MCR module is designed to develop a student’s ability to research and analyze a particular ministry context in-depth in preparation to write a sustained piece of theological reflection (MCD) as a contribution to the life and mission of the local church. In MCR students are introduced to a variety of appropriate research related skills linked to their professional practice within ministry.

MCR includes seminars on research methods that introduce students to a critical understanding of research strategies to support reflection, critical analysis and synthesis of ideas. The student will submit a critical review of bibliographical material related to the chosen research area of 2,000 words that draws lines of theological reflection related to the chosen area of research. The student then formulates a research proposal of 2,000 words that forms the critical basis and parameters of the subsequent research for MCD. The research proposal will be related to the interface between the theological tradition and the practice of Christian ministry and mission, on a topic the student chooses, and with which the Department agrees and is able to supervise.

The Research Proposal process is as follows:1. Informal discussion with the Course Director (June-September)2. Registration as a MA student with CCCU (October)3. Research Seminar and Presentation of Research poster at KIME Residential (October)4. Informal discussion with potential supervisor (October)5. Work towards Critical Review and Dissertation Research Proposal in consultation with supervisor(Dissertation Research Proposal form in Handbook, appendix 8)6. Critical Review and Dissertation Research Proposal handed in before the end of the year (December)

7. Dissertation Research Proposal submitted will be assessed by a subcommittee and marked ‘Pass’, or ‘Pass when…’, or ‘Fail’.8. The Dissertation Research Proposal shall be marked according to satisfactory address of the following: clarity of topic and title relation to the interface between theological tradition and the practice of

Christian ministry and mission broad awareness of other writings in the field description of conceptual/theoretical frameworks useful to the research methodology/ies to be utilized research design and organization research interpretation the establishment of a critical basis and parameters of subsequent research

for the dissertation research plan key texts and general bibliography9. 31 August is the hand in date for the dissertation (MCD)

With respect to assessment, completion of all three elements is required for progress to the dissertation (MCD):(i) Compulsory attendance and successful completion of the set of seminars in Research Methods,(ii) A critical review of bibliographical material related to the chosen research area of 2,000 words (50% of mark),(iii) Satisfactory submission, by the required date, of the ResearchProposal of 2,000 words (50% of mark).

The Research Proposal submitted by the student must satisfy the sub-committee that the subject of the dissertation and the manner of its treatment proposed by the student are acceptable, that the student is capable of carrying out the research, and of successfully submitting the dissertation by the required date. In those cases where the student fails to satisfy the sub-committee of having met these requirements, the student will be refused permission to progress. This refusal will have the effect of a feedback and will permit the candidate to resubmit for examination a redrafted Research Proposal along with an oral presentation reflecting on the process of the research relating to project design and literature review. If the sub-committee is not satisfied that the student is capable of carrying out the research following the resubmission and oral presentation permission to proceed to the dissertation (MCD) will be refused.

The Ministry in Context: Research (MCR) module is worth 20 credits at Level 7.

(b). Ministry in Context: Dissertation (MCD)The MCD module requires, as a pre-requisite, successful completion of Ministry in Context: Research (MCR). Applications will be considered by a sub-committee for viability of the chosen area and for potential successful completion.

MCD will involve a sustained piece of theological reflection on a topic related to Christian ministry and mission. Successful completion of this module will lead to an MA qualification.

For those doing the MA the MCD module is the final piece of work the curate completes before he or she enters into parochial ministry either as an Incumbent, bearing the leadership responsibilities for a parish or benefice, or as an Associate Minister, sharing with the Incumbent pastoral and leadership roles in a congregation(s).

The purpose of the MCD is to offer opportunity for the curate to research a particular issue and offer sustained theological reflection on it that indicates integration of their academic learning’s gained particularly through the IME1-3

period of their training (theological college or ministry course) and personal and ministry formation developed particularly through the IME4-7 period of their training (curacy),

and helps prepare them for upcoming parochial responsibilities wherein they will be required to reflect theologically whilst they are engaged in the complexities of interpersonal relations, congregational dynamics, liturgical settings, pastoral care, Christian mission and interaction with other agencies and organizations.

In the dissertation students will be expected to show the ability to define clearly a sharply focused theological issue related to the context of the chosen topic.

Research methods may vary considerably and students will work with a qualified research supervisor appointed by the Course Director to evolve the appropriate methodology to the topic chosen. The investigation should include systematic data collection and be accompanied by an awareness of the implications of the research.

Students are to adhere to the University’s policy document, Ethics Policy forResearch Involving Human Participants (May 2006):http://www.canterbury.ac.uk/research/governance/documents/Ethics Policy 06.pdf; And particularly note that “principal researchers must complete a Research Ethics Review Checklist for all projects that involve human participants. A copy of this Checklist and detailed notes on its use are available in Ethical Procedures for the Conduct of Research involving Human Participants (CCCU, 2006).”

The Ministry in Context: Dissertation (MCD) module is worth 40 credits at Level 7 and is the final piece of work for completion of the MA qualification.

The Course Director will allocate a research supervisor for the dissertation of each student. It is the student's responsibility to contact the research supervisor

and arrange tutorials. The student will keep the supervisor in touch with his/her progress, provide draft work-in-progress, materials for comment, and generally make adequate use of the experience and expertise of the supervisor.

It is the responsibility of the student to: Prepare an adequate plan for researching and writing up the dissertation; Contact their supervisor to arrange tutorials; Provide the supervisor with draft work for the supervisor's comments.

It is the responsibility of the supervisor to: Read the student's draft work submitted prior to tutorials to make focused and useful comments; Arrange to see the students as soon as possible after the request for a tutorial; Give the student adequate tutorial time; Agree with the student reasonable targets for work.

Normally tutorial support will involve at least 4 x 2 hour sessions through the drafting of the dissertation, with further necessary time by arrangement between the supervisor and student. If there are difficulties with supervision and tutorials, the student should contact the Course Director.

Two copies of the dissertation will be submitted.

The dissertation will be marked according to the following criteria:1. Clear statement of the area/topic/problem;2. Adequate review of the relevant literature;3. Good relation of theory to the research being undertaken, includingjustification of the research topic;4. Choice and clear description of appropriate research methods;5. Clarity and insightfulness of theological reflection;6. Thoroughness of critical analysis and evaluation of the research, with clearand detailed reference to data and to literature, appropriate theories andexplanations and some appraisal of validity and value;7. Clear argument as to application of the theological reflection to the ministryand mission of the church;8. Sensitive to problems of research undertaken e.g. ethics, communication,negotiation, collaboration;9. Substantial conclusion raising key issues and points with suggestions forfuture research/practice where appropriate;10. Full accurate bibliography.

MA Tutorial Record Form

Student Name: Tutor Name:

Total Tutorial Time Entitled: Tutorial Time Remaining:

Date: Duration:

Points Discussed: Action Agreed:

Date of next tutorial: Time:

Student Signature: Tutor Signature:

Research Proposal Form (2000 words)

Name :

Year : Date :

Title :

Introduction- Address the topic of the research- Key questions- Findings

Rationale: - Nature and scope of study- What others have written on the topic- Conceptual/theoretical frameworks

Methodology- Planning and Design- Process- Interpretation of research- Ethics

Sample Bibliography

Time-Table/Plan of work

1. KIME MA PROGRAMME: WRITING AND SUBMITTING DISSERTATIONS

1.1 Introduction

The dissertation will be an extended study in practical theology which has application to the ministry, ordained or lay, of the Church of England. This ministry needs to be interpreted in its collaborative, ecumenical and mission contexts. This piece of work will require the candidate to show evidence of professional development through accurate description, research and critical analysis which lead to outcomes which inform the candidate’s understanding of ministry.

The central purpose of the written work is to make information and ideas readily accessible to the reader. It is to the realisation of this aim that any ‘rules’ stated below should contribute and it is with the reader in mind that the candidate should select methods of presentation. The potential readership may include not only tutors and examiners, but fellow candidates and others interested in the subject of the dissertation.

Organisation, plain but precise expression and the careful construction of arguments leading to explicit points are important assets in any text. Sound structure does not compensate for poor content but it allows the best to be made of the material in any written work.

Candidates will not be required to produce work which is totally original although credit will be given for the contribution of new ideas and approaches.

The programme will rely on a workshop on research methods which will be offered during Part I and includes a consideration of methods of enquiry, data analysis and presentation appropriate for the level and range of studies. It will involve the analysis of published research relevant to the professional interests of students.

Candidates may register for the Master’s Degree in the October at the beginning of the third or fourth academic year. Those registering at the beginning of year four will have already completed all the written work required for the Postgraduate Diploma. Candidates who register at the beginning of the third year will have previously agreed with their training incumbents and the programme directors that registration is appropriate at

this time. It is envisaged that some candidates will be able to complete both the work for programme three and the dissertation in one year. For other candidates this will be inappropriate because of the workload in the parish or because of their progress with the Postgraduate Diploma.

1.2 Getting started : identifying a topic

Some candidates will have been thinking about their topic for some time: it will have been emerging as an idea. Others will have reached a turning point where, with the bulk of assignments behind them the dissertation now represents a new phase. Candidates who are considering registering for the MA are encouraged to have informal discussions with the programme directors in the six months prior to registration. These discussions will help in the identification of a topic.

(i) Candidates are responsible for selecting their own topic in consultation with the programme directors.

(ii) The topic selected should be one which the candidate finds interesting and absorbing and upon which he/she wants to work.

(iii) In selecting a topic, candidates will be required to show a clear relationship between theology and practice.

(iv) Part of the process of selecting a topic includes researching possible sources and making a realistic evaluation of these in terms of content and availability; giving scope for sustained independent critical work.

(v) Candidates are required to make a preliminary foray into the Library to check the indexes of journals and the journal catalogue. This will serve two purposes:

(a) it will establish whether there is a suitable body of publication to support the candidate’s research;and

(b) by looking at the queries raised by others about a particular issue it will help the candidate to focus his/her thoughts/ideas more sharply.

1.3 Making a proposal

(i) The candidate will submit a proposal for the dissertation.

(ii) The proposal should include a working title, should set out the nature and scope of the study together with key questions, reference to other research, methodology and sources including an outline bibliography.

(iii) Where empirical research involves liaising with other institutions it is advisable to ensure that:

(a) permission has been granted for access and for the research to be carried out;

and

(b) account has been taken in a preliminary way of ethical and political factors that might arise.

(iv) The timing of the submission of the proposal should be noted.

(v) Following acceptance of the outline the candidate will be allocated a Supervisor who can offer a suitable level of supervisory support within the area being covered; the candidate will then begin detailed work in consultation with his/her Supervisor.

(vi) Proposals are flexible and may be modified during the research process, with agreement of the supervisor.

1.4 Working under supervision

(i) Given the diversity of the potential subject matter of dissertations and the variety of methodologies which might be utilised in pursuit of given aims, a comprehensive level of supervision is required.

(ii) The minimum amount of supervision time to which the candidate is entitled is 6 – 8 hours.

(iii) Candidate and Supervisor should agree supervision arrangements which should include such matters as how much reading will be recommended, the regularity of consultation, the nature of the assistance the candidate receives, and in particular the manner of commenting on drafts.

(iv) Candidate and Supervisor should agree a timetable for joint meetings and for the attainment of deadlines. The timetable for research and for the submission of drafts may be amended but it provides a framework within which the candidate can work. A copy

of the agreed timetable and notes of meetings should be kept by both candidate and Supervisor.

(v) The Supervisor will read and comment on all drafts presented and will make suggestions for change where appropriate.

(vi) The Supervisor will be available to provide informed discussion and guidance on the dissertation during the period of research and will advise on its content and style.

(vii) The Supervisor’s role does not include guiding every detail of the candidate’s work on the dissertation or proof-reading it prior to submission. These are the responsibilities of the candidate.

(viii) Candidates should be encouraged to plan their programme of work carefully. Most research takes longer than anticipated and extra time often has to be allowed for minor setbacks or for alterations to the original plan.

1.5 Literature search

Candidates will need to conduct a thorough literature search as a preliminary to their work on the dissertation. They might be recommended to the following sources:

(a) Bibliographies in published texts;

(b) The OPAC (On-line Public Access Catalogue) in the CCCU Library; this is also available from home at http://library.cant.ac.uk

(c) Current issues and back copies of relevant journals kept in the College Library;

(d) The bound Indexes and Abstracts;

(e) ASLIB indexes theses (this is a collection of abstracts from every thesis successfully submitted for MPhil or PhD in any British university). Copies of theses can be obtained on loan from the Library;

(f) Bibliographies of other published works.

1.6 Submission of the dissertation

Length

Submitted work should not include in the word count the appendices, bibliography, table of contents, etc. but might include quotes from sources. Where this is the case, it should be made clear to the reader. Candidates should endeavour to keep within the word limits.

Presentation

1. Candidates must present two identical copies of their work and should retain a third copy for their own reference. The two copies should be submitted initially in a temporary binding which will allow the substitution of revised pages should the examiners refer the work back for amendment. A heat binding of the type available in the College Library is both inexpensive and suitable. Each volume should bear on the spine or front cover the name of the candidate and the name of the award for which the work is submitted.

2. The work must be typed or printed on one side of A4 paper of good quality with a margin of not less than 40mm on the binding edge of the page; other margins must be at least 15mm. The size of character used in the main text, including displayed material, must not be smaller than 10pt (or 10 pitch or equivalent) and no characters, for example subscripts and superscripts, may be smaller than 7pt (or 15 pitch or equivalent). In the case of word-processed or printed theses where the output resembles that of a typewriter the distance between successive lines of text should be about 8mm or 17pts (i.e. one-and-a-half line spacing). Where a word processor produces output which imitates letterpress then the distance between successive lines of text must not be less than 6mm or 12pts (i.e. single spaced). In this case the output must be generated on a laser printer or a printer of equivalent quality.

3. Both copies of work must be clearly legible and properly corrected after proof-reading. Each copy must be complete, containing all the necessary maps, photographs, diagrams, etc., and accompanied by its own portfolio (if appropriate). (The portfolio is for large diagrams and other documents or materials which cannot be incorporated into the dissertation. If a portfolio is required it should be labelled with the candidate’s name, title of degree for which the dissertation is submitted, the year of submission and the title of the dissertation.)

1.7 Structuring the dissertation

This section lists the contents of the different elements of the dissertation in the order in which they should be included.

Summary of the layout of the Dissertation

a) Pages should be numbered at the bottom centre page.

b) A contents page, listing all chapters and major sections of these, appendices, bibliography, etc., should follow the abstract.

c) The abstract should follow the title page and should therefore not be included in the contents or the page numbering.

d) A new chapter should appear on a new page.

e) Appendices should always be referred to within the text and should be placed after the bibliography.

Summary of the Sequence:

Title Page

Abstract

Acknowledgements (if required)

Contents Page

Text

Bibliography

Appendices

The Title Page

The title page should give the title of the dissertation and the author. Beneath those the following text should be written:

‘Dissertation submitted in part fulfilment of the requirements for the Degree of Master of Arts of the University of Canterbury Christ Church’or

Dissertation submitted for the Degree of Master of Arts of the University of Canterbury Christ Church’

At the foot of the page:

‘Canterbury Christ Church University’ should be inserted on the left and the month and year of submission on the right (see example in Appendix 1, p.10 and 3, p.10).

Abstract

Each copy of the final dissertation must be prefaced by an abstract which should not be more than 300 words in length; it should be typed on one side of A4 paper only and may, if necessary, be typed in single spacing. The abstract should outline the content of the work; it should provide the reader with an overview of what the dissertation aims to achieve; it may provide background information, thesis and a summary conclusion.

Acknowledgements

Where a dissertation is based in whole or in part on collaborative research, the extent of this collaborating must be clearly indicated in the dissertation. Any material which a candidate has previously presented and which has been accepted for the award of any academic qualification in this university or elsewhere must be clearly identified in the work. A candidate may also wish to acknowledge help received from personnel outside the university.

The Text of the Dissertation

Different Master’s degrees require different structures for the text of the dissertation and individual dissertation structures will vary even within the same degree category. A standard structure for a dissertation based on empirical research is set out below. This method of working is shown as an example, and should not be taken to be the preferred method.

Chapter 1 - Introduction: Sets out the nature and scope of the enquiry; justifies why the area deserves attention; lists any key questions or hypotheses which will guide the data gathering.

Chapter 2 - Methodology: Sets out the methods used to gather data and the piloting that was undertaken; indicates an acquaintance with methodology texts and how the candidate has drawn on them as well as the strengths and weaknesses of the methodological approach.

Chapter 3 - Analysis of Research: In this section candidates will detail and analyse their findings and include tables, diagrams, graphs, etc.

Chapter 4 - Conclusion: Provides a summary and analysis of findings in relation to the questions identified in the introduction.

Footnotes

Where additional points need to be made which are not central to the text a number should be inserted at the appropriate point in the text and the note included either at the foot of the page or at the end of the chapter.

The Bibliography

The University has agreed to adopt the ‘Harvard’ system of referencing and preparing a bibliography. This system is explained in more detail in the next section – Guidelines for bibliography and referencing.

Diagrams, Tables, Graphs, etc.

Tables, pictures and diagrams should be numbered by chapter (e.g. Table 2.1: the first table in chapter 2). Conventionally, tables are referred to as ‘tables’ and labelled accordingly. Anything pictorial (graphs, photographs, diagram, etc.) is called a ‘figure’ and termed accordingly. Thus the first figure in chapter 2 would be numbered Figure 2.1 and the second 2.2 and so on, this helps referencing within the text.

Plagiarism

Plagiarism is the use of other peoples’ ideas or writing with intent to convey them as ones own. Care should be taken to avoid this as it carries severe penalties. For detailed information on plagiarism candidates should consult the Regulations and Conventions volume entitled Examination Arrangements and Procedures which are housed in the College Library. This information is also contained in the ‘Orange Book’ which candidates are given at Registration.

Reference to Gender

It is now conventional in academic writing to keep reference to gender neutral (unless the study is of a gender specific nature). There are a number of ways in which reference to gender can be neutralised, for example by taking reference to a person into the plural.

1.8 Assessment Procedures

Dissertations will be double marked and externally examined. The first marker will be the Supervisor or another person appointed for this purpose by the programme directors in consultation with the college department. The recommendations of the examiners will then be put before the Examination Board and its decision will be final.

The decisions which might be taken are:

a) Pass with distinction with a grade.

b) Pass with a grade.

c) The dissertation is of a satisfactory standard providing the candidate makes minor corrections to it. A revised dissertation may be submitted to the internal examiner for approval. This procedure may operate at both distinction and pass level.

d) The dissertation is not of a satisfactory standard but the candidate will be permitted to resubmit it in a revised form within a given period of time. In this case he/she will be asked to make substantial changes to his/her work and the revised dissertation has to be examined by both internal and external examiners.

e) Fail.

Most submissions pass with few problems but where a dissertation is referred the candidate will be thoroughly debriefed by one of the internal examiners and it will be made very clear what the candidate has to do in order to resubmit it.

If the candidate has to rewrite sections of the dissertation (under supervision) then he/she would have to renew his/her registration (a formality) and pay a tuition fee, the costs of which will normally be born by the sponsoring dioceses. In the case of minor corrections no extra fee would be required.

Candidates who pass will receive a copy of the University pass list and details of the Degree Congregation. A Degree Certificate will be presented at the Congregation or, if the degree is being conferred in absentia, it will be posted to the candidate at the address held by the University Registry.

1.9 Binding

Once the dissertation has been approved by the Examination Board the University will retain the two copies of the dissertation, one of which will be housed in the University Library and the other in the department. It is a University requirement that the University Library copy is bound in permanent binding (hard cover). The University will arrange for this to be done, and the costs met by the diocese concerned through the KCME budget. Candidates requiring a permanent binding for their own personal copy must arrange for it themselves.

1.10 Illustrative Bibliography

BABBIE E.R. The Practice of Social Research(1992) (6th edition) Belmont Publishers

BAKER T.L. Doing Social Research(1988) McGraw Hill

BELL J. Doing Your Own Research Project(1993) (2nd edition) Open University PressBERRY R. How to Write a Research Paper(1986) Pergamon

BURGESS R.G. In the Field: An introduction to Field Research(1984) Allen and Unwin

COHEN, L; Research Methods in Education MORRISON, K (2000).

EVANS K.M. Planning Small Scale Research(1984) NFER

HAWKES D.L. Research, Getting Started: A Guide for Postgraduates

(1990) University of Wales Press

HERBERT M. Planning a Research Project(1990) Calfell

MORGAN G. Beyond Method: Strategies for Social Research(1983) Sage Publications

ROBERTS H. Doing Feminist Research(1990) Routledge & Kegan Paul

SWINTON J. and Practical Theology and Qualitative ResearchMOWATT H (2006) SCM Press

SIMON J.L. Basic Research Methods in Social Sciences(1985) (3rd edition) Random House

WALFORD G. Doing Educational Research(1991) Routledge & Kegan Paul

WALKER R. Applied Qualitative Research(1985) Gower

WATSON G. Writing a Thesis: a guide to long essays and dissertations

(1987) Longman

2. GUIDELINES FOR BIBLIOGRAPHY AND REFERENCING

2.1 The University prescribes a well tried system which programme members are asked to adhere to. The system is known as the Harvard system.

2.2 Referencing

It is important to acknowledge the source of any theoretical perspective or information used in your assignment whether you are quoting or simply describing in your own words.

2.2.1 Referencing Books

When citing any book in a bibliography at the end of an assignment, the layout should be as follows:

Author surname, initials. (date) Title. Edition Statement. Place of Publication: Name of Publisher

e.g. Smith, J. (1979) Traditional Hungarian Cookery. 3rd ed. London: Edward Arnold.

When cited within the body of the essay, if the author's name occurs naturally in the sentence, just put the year in brackets e.g. "Smith (1979) describes the meaning of life", otherwise put both the name and year in brackets at the end of the sentence, e.g. "a recent study describes the meaning of life."(Smith, 1979).

If the author has published more than one document in the same year, distinguish between them by adding a, b, c etc after the date and ensure that they are all listed in the bibliography e.g. (Smith,1979a).

2.2.2 Referencing Individual Articles/Contributions in a Book

When a book is a compilation of individual papers by different authors, or a collection of conference papers, an individual paper is cited in the bibliography as follows:

Author surname, initials. (date). "Title of article". In: Editor (ed.) Title of book. Edition statement. Place of publication: Publisher. Page number of article.

e.g. Smith, J. (1980) "The instruments of Hungarian folk dance music", In: Jones, R. and Green, D.(eds)., Folk music of Eastern Europe. London: Edward Arnold. 46 - 59.

When citing the individual article within the body of the essay, refer to it as (Smith, 1980).

2.2.3 Referencing Articles in Periodicals

These are cited in the bibliography as follows:

Author surname, initials. (date) "Title of Article". Title of Periodical/Magazine . Volume number (part number), page numbers.

e.g. Smith, J. (1981) "Antique woodcarving styles from the villages of South Western Hungary",

British Journal of Advanced Carpentry, 17 (3), 271 - 303. When citing the article in the body of the essay, refer to (Smith, 1981).

2.2.4 Referencing Newspaper Articles

In the bibliography at the end, give:

Author surname, initials. or newspaper title (date) "Title of article". Name of newspaper, issue date, page numbers.

e.g. Soap, J. (1992) "The trends in bubble bath production", Financial Markets, 6 March, 18 -19.

In the body of the essay refer to it as (Soap, 1992)

e.g. Sunday Times (1993) "Students improve quality of written work", Sunday Times, 5 May, 17.

In the body of the essay refer to it as (Sunday Times, 1993).

2.2.5 Referencing On-line and Electronic Sources

Standards are emerging on how to cite information from, and references to, CD-ROMs, e-mail, discussion list messages, newsgroups and web pages. The following guidelines apply for web pages (at the moment):

Indicate the exact URL of the web page and the date you visited it. Do not split the URL over a line. If this is not possible, do so after a forward

slash "/"

Citation Order: citing individual works / pages found on the Web

Author/Editor surname, initials. (date). Title. [online]. Place of publication: Name of Publisher. Available from: URL [Accessed date]

e.g. Holland, M. (1996). Harvard System. [online]. Poole: Bournemouth University. Available from: http://www.bournemouth.ac.uk/services depts/lis/LIS_Pub/harvardsyst.html [Accessed 6 December 2007].

2.3 Plagiarism

Essentially, plagiarism is unacknowledged use of other peoples’ work which is presented as the original work of the candidate. Should evidence of plagiarism be found, the standard university procedures will apply.

4. ASSESSMENT GRIDS

Level 7: Written Work

To achieve consistency in marking, tutors will assess assignments on the basis of the following criteria.

Structure and argument Knowledge and understandingPercentage70 +Distinction

The issues to be addressed are outlined with great clarity. The issues identified are critically evaluated and engaged with, and students own ideas show some originality, depth and innovation. The question has been answered in a sophisticated and critical manner. The reader is made aware, at every stage, of the relevance of each component in the overall argument, which is compelling in lines of thought. .

Sophisticated and critical knowledge is used throughout the essay to produce a clear and coherent argument. Evidence is drawn from Scripture and theology, and perhaps from other disciplines. Theory and context are integrated to a high degree. Alternative perspectives are explored and evaluated in depth.

60 - 69 The issues to be addressed are outlined with Very good knowledge is used throughout the essay

Good Pass clarity. Key questions are sharply . Issues are handled in a forensic fashion, and there is strong intellectual awareness of key critical issues. The question has been answered in correctly and fully, but without sustained originality and critical depth. The overall thrust is clear and the essay reveals proper structure and development.

to produce a sound argument. Evidence is drawn from Scripture and theology, and perhaps from other disciplines. Theory and context are related well. Alternative perspectives are acknowledged and evaluated

50 - 59Pass

Key questions acknowledged and there is adequate reflection on relationship between questions and process of study. The issues are outlined and covered in a competent way, but there is an absence of subtle critical awareness and depth. The essay is without original insights and observations. There is a coherence and academic structure to the argument, but without sophistication and high order detail.

Good knowledge is used to produce an adequate argument Theology and Scripture are used, and related to context. Alternative perspectives are acknowledged but not evaluated in depth.

0 - 49Fail

Some sense of focus but partial/limited articulation of key questions. Little sense of direction and the essay will not answer the question in any academically acceptable or substantial way.

Inadequate knowledge produces at best only an embryonic argument. Theology and Scripture will only be from one tradition and will not be evaluated. Little attempt will be made to relate theory and context.

Research and Study

For written work:Organisation and Documentation (appendices, references, bibliography, etc)

For Group Presentations.Engagement with audience(These are the criteria for use by the Programme Directors in examining the work.)

Supporting Presentation Materials and their role in the presentation

Communicative fluency and use of language and visual elements

Working with others(This is the criterion form use by students when using peer-assessment).

Percentages70 +Distinction

Excellent range of reading including independent use of library and information resources. Sophisticated and critical engagement with both primary and secondary sources. Research is used to develop original and detailed observations.

Excellent organisation that fully supports and complements the study. Referencing and footnotes are high order and support the argument in a sophisticated way. The bibliography is erudite and impressively comprehensive and any supporting material is very well presented.

Excellent engagement with audience, including excellent use of eye contact and very high ability to speak without dependence on notes.

Excellent supporting presentation materials used, with outstanding preparation, presentation, content and integration of materials into presentation.

Excellent fluency and use of intonation. Distinguished range of vocabulary, and excellent integration of visual elements in the presentation.

Interacts effectively within a group demonstrating appropriate initiative, negotiation and leadership skills. Monitors group dynamics by using sophisticated and advanced strategies.

60 - 69Good Pass

Good range of reading and good engagement with both primary and secondary sources.

Good organisation that supports the study well. Referencing is accurate displaying good use of

Very good engagement with audience, including strong use of eye contact and skilful ability to

Very good presentation materials, with adequate preparation, presentation, content

Very good level of fluency and strong use of intonation. Wide range of vocabulary, and very good use of visual

Works effectively as a participant or leader of a group and contributes positively to the achievement of objectives.

Critical analysis of literature is good though may tend to follow secondary sources and may be limited in original ideas. Good use of library and information resources. Research is used to evaluate arguments

footnoting. The bibliography is strong and any supporting material is well presented.

speak without dependence on notes.

and use. Sufficient integration of materials into presentation.

elements.

50 - 59Pass

Adequate reading including some engagement with primary material. Some critical observations shown, but essay will be heavily reliant on secondary sources. Embryonic independence in use of library and learning resources. Research is used to evaluate arguments, but without critical depth.

Organisation is sufficient to support the study. Referencing is sound and footnotes are adequate but limited or inconsistent. Bibliography is adequate and any supporting material is adequately presented.

Good engagement with audience, including appropriate use of eye contact and adequate ability to speak without dependence on notes.

Adequate supporting presentation materials, with adequate preparation, presentation, content and use. Sufficient integration of materials into presentation.

Good level of fluency and good use of intonation. Good range of vocabulary, and use of relevant visuals which add to the argument.

Can ably perform tasks in a group setting, interacting ably but without flair with team members.

0 - 49Fail

Some reading but weak selection and uncritically presented. Little recognition of issues apparent in reading. Essay or presentation is over-reliant on simple secondary sources and there is no real engagement with primary sources.

Organisation is weak and does not wholly support the study. Referencing is weak and footnotes are ill used or irrelevant. Bibliography is limited and any supporting material is inadequately presented.

Insufficient interaction with or response to the audience.

Inadequate supporting presentation material. Inadequate integration of materials into presentation.

Inadequate level of fluency and inappropriate intonation. Poor presentation of visual images. Limited range of vocabulary.

Reluctance towards group participation and displays limited skill and willingness in co-operating/interacting with team members

Lack of initiative and competence in use of library and information resources.

MA/Research Proposal Form/Critical Review(MCR)/Dissertation(MCD) (Delete appropriate)

KIME MA Cover Sheet

Name :

Year :

Date :

Title :

Number of words:

Submitted as part of the MA in Ministry, Canterbury Christ Church University

This work has not been submitted in part or whole for any other award in this or any other academic establishment.

Signed: