Module Guide

 

DISSERTATION

UEL_6_DIS

SCHOOL OF LAW AND SOCIAL SCIENCE

2015-16

LEVEL 6
Table of Contents

1. Module Details 3
2. Short Description 3
3. Aims of the Module 3
4. Learning Outcomes 3
4.1 Knowledge and Understanding 3
4.2 Intellectual Skills 3
4.3 Practical Skills 4
4.4 Transferable Skills 4
5. Assessment of the Module 4
5.1 Criteria for assessment of the dissertation 4
5.2 Assessment process 4
5.3 Assessment ranges 5
5.4 Presentation of dissertation 5
5.5 Plagiarism 5
6. Feedback 6
7. Introduction to Studying the Module 6
7.1 Overview of the Main Content 6
7.2 Overview of Types of Classes 7
7.1 Learning environment 8
7.2 Importance of Student Self-Managed Learning Time 8
7.3 Employability 8
8. The Programme of Teaching, Learning and Assessment 8
8.1 Supervision 10
8.2 Your Dissertation Proposal 10
8.3 Ethics Form 10
8.4 First Stage of the Dissertation Process with Supervisors 11
8.5 Self-Evaluation report at the end of Semester 1 11
9. Student Evaluation 11
10. Learning Resources 11
Reading List 11
11. Appendix A – The Proposal Form 12
12. Appendix B – Learning Outcomes linked to assessment 15
13. Appendix C – Marking Criterion 18
1. MODULE DETAILS
Module Title: Dissertation
Module Level: 6
Module Reference Number: UEL_6_DIS
Credit Value: 40
Student Study Hours:
Contact Hours: 50 (inc. supervision)
Private Study Hours: 374
Pre-requisite Learning (If applicable): PD1
Co-requisite Modules (If applicable):
Course(s): Housing Studies
Year and Semester 2014-15 Semester 1 &2
Module Coordinator: Lynn Vickery (Sem 1 only. Sem 2 tbc)
MC Contact Details (Tel, Email, Room) Tel: 0207 815 7154
Teaching Team & Contact Details
(If applicable): Email: vickerl@lsbu.ac.uk
Subject Area: Room B166
Summary of Assessment Method: 10,000 Hard copy written dissertation
External Examiner appointed for module: Dr David Haigh
Leeds Metropolitan University

Ms Ziggy Crawford
CEO, Barnsbury Housing Association

Dr Angela Maye-Banbury
Sheffield Hallam University

2. SHORT DESCRIPTION

This is a double-weighted module (40 Credits). It is an intensive piece of student-centred study and learning. Students choose their own topic which must be within housing as a specialist field of study. It allows students to engage in a substantial piece of research and writing which is self-initiated.
Students have the opportunity to select a topic which interests them and put into practice the knowledge and skills developed in the earlier phases of the course.

The overall format is that of an agreed content including primary research or in the form of an extended project incorporating substantial content of secondary research and analysis. In either case the approach to the dissertation, as outlined in the ‘Proposal’ (See Appendix A) must be signed off by the student’s Supervisor by the end of October 2015.
3. AIMS OF THE MODULE

The dissertation aims to provide a vehicle for students to demonstrate that they have attained a high level of intellectual and imaginative development, and to have proven initiative in the independent identification and analysis of research problems/issues within the specialist field of housing studies.
4. LEARNING OUTCOMES

4.1 Knowledge and Understanding
Students will:
• Be able to demonstrate a sophisticated and critical understanding of their chosen housing topic

4.2 Intellectual Skills
Students will:
• Apply clear and methodical critiques, marshal arguments and evidence concerning an identified problem or issue resulting in a substantial piece of coherent writing
• Reconcile conceptual and methodological issues as well as addressing a specific problem
• Develop both clarity and depth of thought within their chosen topic
• Employ and analyse different housing research methods and methodologies
4.3 Practical Skills
Students will:
• Undertake a semi-independent piece of work, using a range of practice in research methods
• Apply theoretical perspectives to contemporary housing issues and problems
• Construct and interpret various forms of primary data sources. Use and interrogate secondary data sources
4.4 Transferable Skills
Students will:
• Develop skills in acquiring detailed information, including primary information, on particular issues and for the appropriate use, presentation and communication of information
• Develop appropriate research skills
• Engage with topical issues in the housing environment
5. ASSESSMENT OF THE MODULE

The written dissertation must be 10,000 words long exclusive of references and any appendices. The mark for the dissertation is 100% of the assessment. Overly long or short dissertations will be penalised. The general rule is that a tolerance of +/-10% can be accepted but students are advised to aim for 10,000 words to take full advantage of the word count and to structure the dissertation accordingly.

5.1 Criteria for assessment of the dissertation

The standard expected is that all work is presented in good Standard English and all sources must be fully referenced in the Harvard style. Poor spelling and sentence construction will be penalised up to 10% of the final mark.

The assessment criteria are linked to the learning outcomes for this module (see Appendix A)

The marks for the dissertation are awarded in four areas:
1. Clarity of aims and objectives and discussion of methodological issues 20%
2. Appropriate comprehensive critical literature review 30%
3. Discussion & analysis of empirical findings 30%
4. Quality of main arguments, conclusions and referencing 20%
5.2 Assessment process

Two examiners will assess the dissertation independently: your supervisor and another member of the teaching staff. They will make every effort to agree a mark. A third examiner will only be used exceptionally if the first two cannot agree a mark. All three examiners must then agree the mark.

Your dissertation may be sent to an external examiner whose role is to moderate, if necessary, the internally agreed marks.

Please do not ask your supervisor for your dissertation mark. This can only be made available when your results are officially published after the Examination Board has met.

5.3 Assessment ranges

Course work is assessed in terms of percentage marks for each of the areas shown above, based on the performance criteria given in Appendix D.
5.4 Presentation of dissertation
Two copies of the dissertation are required, which must be bound (at least one in a hard cover) and submitted to the FAHS Student Information Centre by the submission date (Friday 8th May 2015). It must be 10,000 words (plus or minus 10%) exclusive of references and appendices.

The dissertation must be typed or word processed in a plain 12 point font, double or 1.5 line spaced on one side of white A4 paper with at least one inch margins. Your dissertation must be fully referenced in the Harvard style. A copy should also be submitted through Turnitin by the due date.

You are advised to keep an electronic copy for yourself.

The title page must include the following:

Submitted by …[your name] in partial fulfilment of the BA (Hons) in [degree name],
School of Law and Social Sciences, London South Bank University. Year.

I declare that this dissertation is my own unaided work except where specifically referenced to the work of others. (Author’s signature)
The dissertation contents and the overall dissertation framework will be given in lecture notes found on Blackboard. The word count must be clearly stated at the end of the dissertation.

A copy of your proposal and the signed ethics form must be included in your Appendix. (You are allowed to improve on your initial proposal before handing in your final dissertation but it must directly relate to your original proposal unless specifically authorised by your supervisor.)
5.5 Plagiarism

Plagiarism is easy to avoid. The standard method which is accepted in all academic institutions is to acknowledge your sources.

If in doubt about how to acknowledge sources, students should consult their Module Co-ordinator tutor or their Supervisor. All course submissions are routinely checked for plagiarism. There is a range of penalties for plagiarising work, including expulsion from the University.

At both under- and postgraduate level problems with poor referencing and plagiarism have been increasing over the years largely due to students using internet sources inappropriately. To help improve the quality of your work, especially academic referencing skills, we are using the Turn-it-in service. Through the Moodle site for this module you must upload your assignments for checking by Turn-it-in.
Turn-it-in is software that checks the text of your assignment against a database of books, journals and web pages, and gives a report on matches it finds in your work against this database. Good scholarship requires that you should draw on others’ work but when quoting directly you must use double speech marks or indent larger quotations, putting the source in brackets (including the page number) in the Harvard style (see the LSBU Library leaflet). When paraphrasing you must also give the source. Turn-it-in generates a report highlighting non-original text and it generates a non-originality index. There is no ‘correct’ percentage level for the non-originality index as this depends on the nature of your work and the way you use your sources.
Having submitted your work into Turn-it-in you should then REVIEW your work again, taking into account the full Turn-it-in read-out and detailed highlighting of text that it provides. Turn-it-in is there to aid your scholarship, it is not there just to enable you to reduce your Originality index.
Please Note
Turn-it-in is not a coursework submission tool. Having reviewed your work after Turn-it-in has reported back to you, you MUST then submit your work electronically via Moodle and in the case of a dissertation, manually to the School Office as stated in your Module Guide or as advised by your module coordinator. If you submit only through Turn-it-in your work may not be marked and you will be in danger of receiving a mark of ZERO.’
6. FEEDBACK

Feedback will normally be given to students 15 working days after the final submission of an assignment or as advised by their module leader.

General feedback, applying to all students, will also be placed on the module VLE site within 15 working days.

Feedback is the result of an assessment by two assessors who have agreed the mark to be sent to the external examiners and awarded by the examination board. All marks are provisional until the Examination Board has met. In 2015 the Examination Board is due to meet during early July 2016 and results will be sent to students by Administrators by the end of July. Students will be able to obtain a copy of their dissertation normally by the end of July at a date publicised on the Dissertation Module Moodle Site.

Students who have failed the dissertation will be offered an appointment with their supervisor before the summer vacation to give advice for resubmitting in the summer of 2016. These appointments with supervisors take place after the Examination Board has met and the results are made available. It is the responsibility of the student to make an appointment with their supervisor.

7. INTRODUCTION TO STUDYING THE MODULE

7.1 Overview of the Main Content

In brief, the indicative content of support lectures includes;
 Refining the chosen topic for study
 Personal strategies for study
 Project management
 Familiarisation with terms – e.g. abstracts, theory, hypotheses, and other research jargon
 Explaining methodologies and methods appropriate to chosen study, practices and problems
 Accessing literature and data and organisations
 Organising the dissertation process
 Writing up the dissertation

The dissertation enables students to develop their own individual research ideas to a level appropriate to the award of an Honours Degree.

The dissertation is a substantial piece of academic work stamped with ideas, interests and passions of the student. Whatever topic is selected must be covered in depth, must have an analytical and critical approach, and should be derived from a careful use of relevant materials. Students are encouraged to draw on secondary and primary sources or a substantial amount of secondary data analysis if the extended project format is chosen. Empirical research (primary research), will normally take the form of survey(s), interviews or observation. Students should only carry out primary research where necessary after discussion with their supervisor.

Students who do not have access to organisations to undertake site work or those students wishing to produce a dissertation in the form of an extended project may do so with the approval of the proposal by the module co-ordinator in conjunction with the student’s supervisor, who will sign off the proposal.

All students must complete the appropriate ethics form which will be available on the Moodle Site and at the appropriate lecture. The student’s supervisor will sign off the ethics form early in the dissertation programme.
7.2 Overview of Types of Classes

The module lecture series is designed to support the student with reference to key skills and getting the best use from their supervision sessions. Students are encouraged to ask questions and discuss any difficulties they may have with the dissertation process in a class learning approach.

Supervisors are allocated students once a proposal has been received by the Module Coordinator. (Normally by Week 2).

The lecture series is offered over two semesters and outlines the key processes of producing a dissertation and provides opportunities for students to discuss and reflect on the learning experience of producing a large piece of work.

Students undertake the majority of the work on their own. The dissertation is quite clearly a piece of work that requires students to take on a high level of responsibility.

Students are advised to offer a dissertation outline and progress report for their Supervisor based on their own assessment of their work at the end of the first semester (See 8.5).

All students must attend the lecture sessions.

The main aim of the lecture sessions is to enable students to gain support during the progress of their dissertation. These sessions include teaching and discussion on:

 Identification and definition of the research questions or problems
 Managing the dissertation process
 Working with your supervisor
 Methodology and its importance
 Qualitative and quantitative methods
 Use of secondary material
 Collecting and using primary data and material; case studies, questionnaires, and interviewing
 Structuring the dissertation
 Online research

The lecture time will also include regular periods for students to discuss interesting issues that may occur during the dissertation process. The intention is to make sure that all students have the opportunity to learn from each other’s’ experiences and also to benefit from meeting in some smaller groups with the tutor. In addition, these small groups will have past dissertation viewing times allocated during the 2 semesters. These supervised viewing times will also be an opportunity to discuss any issues that may arise whilst producing their dissertation. These small group sessions and viewing times will take place within the Monday morning period.
7.1 Learning environment

We wish to foster a learning environment for all students as part of the standards expected by the university and by the professional guests and institutions associated with the Housing Studies course. Lectures and seminars will commence promptly at the agreed time. All students are expected to be on time and not come into the classroom late or cause disruption to other students and staff. Students who are aware that they will be late should contact the tutor by phone or text in advance of the start of the lecture so that permission to enter late to the class can be recorded. Students are advised that persistent absence through lateness or any other form of disruption to lectures or to other students will be referred to the Head of Dept.
7.2 Importance of Student Self-Managed Learning Time

Managing time is central to the success of a dissertation. Students are advised to make and keep to supervision times with their supervisor and encouraged to produce an overall time management programme to enable key milestones in the production of the dissertation be met.
Student responsibility in the learning and development process will be emphasised. Students are required to undertake directed self-study and prepare solutions/discussions to questions relative to their dissertation topic areas. Students will be encouraged to identify for themselves particular problems of difficulty and to use discussions within support lecture, where appropriate, for the resolution of these. Students must regularly access the Moodle site for this module. They should download the class/lecture material from the Moodle site, and do the recommended reading, before each lecture/class.
The programme of teaching, learning and assessment gives guidance on the textbook reading required, the purpose of which is to encourage further reading both on and around the topic and the approach to research for a dissertation.
7.3 Employability

The dissertation is a major undertaking showing the ability of a student to conceive, design and complete a substantial piece of work in a structured way with processes that can be adapted to the workplace. The topic chosen for study and applied research may be an interest used as part of a CV and interview with employers, indicating a specialist interest and a personal application to self-managed time and output.
8. THE PROGRAMME OF TEACHING, LEARNING AND ASSESSMENT

Lectures will take place as indicated on the programme – In 2014-15 these sessions will be on MONDAY mornings 11am-1.00pm in Semester 1 and 10am-12.00 in Semester 2. Please see your timetable for any updates on rooms and times (the day – Monday morning will not change).

Week Date Topic
1 28th Sept No lecture
2 5th Oct Introduction to the module/allocation of supervisors/planning your dissertation GANNT/ /refining your topic area/structure
Reading lists
Proposal and Ethics forms
Maintaining a diary for reflective practice

3 612h Oct Formulating the research question/hypothesis with reference to your literature review
Your dissertation and your CV
Your proposal and ethics form
Final supervisor allocations
4 19th Oct
In G004
LRC Critical reading exercise/critical reading for the Introduction, literature review and methodology sections
Sources: for context (Introduction) literature (Literature Review) and data for primary and secondary research.
Organisation of small groups /viewing dates, the relationship between your topic, title, research focus (question or hypothesis), aims and objectives of your study.
5 26thOct NO LECTURE
6 2 Nov Methodology (1)
Choosing a methodology and applying appropriate methods
Approaches to fieldwork based study
Approaches to secondary data study
Ethics and protocols, safety, cultural awareness, organisational awareness, courtesies and contingencies.

7 9th Nov Methodology (2) Preparing for fieldwork. Scenario exercises

Any literature review issues?
8 16th
Nov Methodology (3)
Constructing questionnaires and interview frameworks
Using methods for secondary data based dissertations
9 23rd
Nov Viewing dissertations and discussion

10 30th Nov Types of data

11 7th Dec Collecting and using data – what is it telling you? Evaluating patterns, trends and outliers

12 14th Dec Presenting results
Analysis – what is it? (and what it is not…)
Formats for data analysis
Using appendices
General update on progress and hints for the vacation.
Question and answer session.
Vacation
13 11th
Jan No lecture
14 18th Jan Seminar Groups
15 25th
Jan Presenting results – Delivering quality
Sem 2
Wk 1 1st Feb Contingency week (a) – strategies to take account of unexpected conditions
Updating literature.
Discussion on next week’s subjects for discussion.

2 8th Feb Open session – your agreed chosen subjects for discussion

3 15th Feb No lecture
4 22nd Feb Contingency week (b) – strategies to take account of unexpected conditions

5 29th Feb No lecture
6 7th Mar Coherence –
Linking results and analysis to the literature review and aims and objectives
7 14th Mar Writing up (1) – making improvements, updating context , correct referencing, appendices, using the reflective practice diary

Vacation 3 weeks
8 11 Apr No lecture
9 18th Apr
Recap on all sections of the dissertation
Writing up (2) and Presentation
Use of acknowledgments and revisiting the ‘Abstract’
10 25th Apr Last minute issues – open session
11 2nd May No lecture- MAY DAY holiday

Submission date for dissertation – Friday 6th May 2016.
8.1 Supervision

Personal time with your supervisor is given in addition to these Monday morning sessions. Students will be allocated their supervisor by week 3 of semester 1 and it is each student’s responsibility to contact their supervisor to mark a first appointment. Each student is allocated 6 hours of individual tutoring which approximates to 30 minutes tutoring every two weeks. The tutorials will cover substantive practical, theoretical and technical aspects of the dissertation.
However, students undertake the majority of the work on their own. The dissertation is quite clearly a piece of work that requires students to take on a high level of responsibility.

Students are informed that it is their responsibility to contact their supervisor for appointments. The module co-ordinator will ask all supervisors to report back on progress with the dissertation and attendance at supervision sessions by the end of November 2015. This is to ensure that all students have settled into the supervision arrangements.

8.2 Your Dissertation Proposal

Students are requested to complete a proposal form for their dissertation at the beginning of semester 1. This form is located in the Appendix A to this Module Guide. Students must be complete this form and aim to return it by email to Lynn Vickery vickerl@lsbu.ac.uk by Monday 5th October 2015. This form will form the basis of the first session with the allocated Supervisor.

Please note that a copy of the proposal must be included in the Appendix of your final dissertation.
(Students are allowed to improve on your initial proposal before handing in your final dissertation but it must directly relate to your original proposal unless specifically authorised by their supervisor.)

When choosing a topic area for study students should consider:
– an aspect of housing that interests the student
– a topic that is relevant to the course
– that sufficient data is available and that the student has access to it
– the topic and scope of research should be compatible with the time and resources available to the student to complete the work

8.3 Ethics Form

Students will be asked to complete an ethics form with the assistance of their supervisor. This is to ensure that all ethical issues likely to occur during your dissertation period are discussed, noted and appropriate processes followed. The ethics form will be given to students at the first support lecture (Week 2). The ethics form should be completed and sent by students to supervisors in time for their second supervision session (See 8.4)

8.4 First Stage of the Dissertation Process with Supervisors

A summary of the first stage of the dissertation process in relation to proposal and ethics forms is given in Appendix C. Students should contact their supervisor as soon as possible to make the first two appointments.

8.5 Self-Evaluation report at the end of Semester 1

Students are advised to write a short progress report for their supervisor for discussion by the end of semester 1. The supervisor will send the Module Co-ordinator a copy of the self-assessment.

This report should be brief (suggestion – no more than 1 side of A4 or 300 words) and contain comments on the following:

• Whether the student is on course to finish the dissertation on time by reaching key milestones agreed with the supervisor
• Whether there are any difficulties with:
– the topic chosen
– the literature ( finding the appropriate sources)
– the methodology (including practicalities of access to people and places)
– any other issues affecting progress

9. STUDENT EVALUATION
This year students will be asked to complete an evaluation sheet at the end of semester 1 so that improvements to the module for future years, based on your feedback . The module has recently been reviewed and re-designed based on former years experence to enable increased contact time via more frequent staff/student time in classes plus personal supervision time with your supervisor.

In 2013-14, 39% of student completed the evaluation form and of that number 94% assessed that the experience of this Module was good. (There are no figures for 2014-15 currently available.)

Final year students are encouraged to participate in the National Student’s Survey http://www.thestudentsurvey.com/
10. LEARNING RESOURCES

Reading List
Please see Reading List online for the Dissertation UEL_6_DIS

http://readinglists.lsbu.ac.uk/lists/7586A5EC-AD5D-D727-8B42-3F7AC6B0725E.html

11. APPENDIX A – THE PROPOSAL FORM

Housing Studies BA 2015/16
Dissertation Research Proposal

To be returned by email by Monday 12 Oct 2015 to:
Lynn Vickery vickerl@lsbu.ac.uk
Section Contents

Working Title

Does your title inform the reader on the main focus of your dissertation?

Rationale and Justification for your research

Why are you doing this dissertation? What is your research about/ why is your research important?
Why are you interested in the focus you have chosen? Why is your topic worthy of research now?
Aims

What is the aim (aims) of your dissertation? What are you trying to understand more fully? Be specific.

Objectives

What are your objectives (more specific detailed points) in undertaking this dissertation? (Objectives should clarify the aim)

My objectives are to ( choose 3 or 4):
Identify…..
Evaluate…
Describe…
Illustrate…
Predict…
Devise…
Justify…
Assess…
Analyse…
Compare…

Research question (s) and/or hypothesis (es)

Outline Methodology (The recipe!) – including research design to show how your anticipated methods will achieve the data collection that you require for analysis.
Can you anticipate what basic methodology you intend to use for your research? E.g. qualitative or quantitative or a mixture of both). What methods might you use?
Are there any ethical issues to be taken account of and how will you deal with them?

Does your dissertation involve contacting any of the following:

Think: Where do you intend to meet them? How will you organise this meeting? Do you need any permissions to meet them (e.g. from housing organisations concerned)?
a) Professional people in housing, regeneration or planning?
Can you be specific? Which organisations are involved? How do you intend to make these contacts?
b) Members of the public? Please be specific.
Data collection – What can go wrong?
Can you yet anticipate anything that may prevent you from getting your data? Note it down/ think about ways in which you can minimise the risk.
Anticipated work schedule
Sept 2013 to May 2014
(Consider using a Gantt chart)

References (cite 5 references –Use a variety of sources (e.g. books, journal articles, policy papers). Harvard style. 1.
2.
3.
4.
5.

Please note: You will not be allocated a supervisor until this proposal is returned by email by 12th Oct 2015 to:

Lynn Vickery vickerl@lsbu.ac.uk
12. APPENDIX B – LEARNING OUTCOMES LINKED TO ASSESSMENT
1. (1a) Clarity of aims and objectives and (1B) Discussion of methodological issues
2. Appropriate comprehensive critical literature review
3. (3a) Discussion & (3b) Analysis of empirical findings
4. (4a) Quality of main arguments, (4b) Conclusions and (4c) Referencing
Module : Dissertation UEL_6_DIS Learning Outcomes Linked to assessment

Knowledge and Understanding
Students will:
– Be able to demonstrate a sophisticated and critical understanding of their chosen housing topic
Intellectual Skills
Students will:

– Apply clear and methodical critiques, marshal arguments and evidence concerning an identified problem or issue resulting in a substantial piece of coherent writing

– Reconcile conceptual and methodological issues as well as addressing a specific problem

– Be encouraged and develop both clarity and depth of thought within their chosen topic

– Employ and analyse different housing research methods and methodologies

Practical Skills
Students will:
– Undertake a semi-independent piece of work, using a range of practice in research methods

– Apply theoretical perspectives to contemporary housing issues and problems

– Construct and interpret various forms of primary data sources. Use and interrogate secondary data sources
Transferable Skills
Students will:
– Develop skills in acquiring detailed information, including primary information, on particular issues and for the appropriate use, presentation and communication of information

– Develop appropriate research skills.

– Engage with topical issues in the housing environment
2, 3, 4,4b
1a, 1b,3a, 3b, 4a, 4b, 4c

1a, 1b, 4b
2, 3a
1b

1b
2, 3a, 4b
3a, 3b

2, 3b, 4c

All

2, 3a, 4a, 4b
13. APPENDIX C – MARKING CRITERION
Criterion 70%+ 60-69% 50-59% 40-49% 39% and below
Clarity of aims and objectives and discussion of methodological issues (20%) You have met the objectives of your study and addressed them comprehensively with reference to methods based on a discussion of methodological issues. All themes discussed contribute to answering the research question/hypothesis You have defined your objectives and addressed them throughout your work.
You have included and discussed relevant methodological issues You have generally addressed your aims and objectives.
You have included and discussed relevant methodological issues Your work shows some attempt to address your objectives but they are not firmly addressed by your choice and discussion of method. The aims and objectives are not clear. The discussion of the methodological issues is poor and not linked to methods used.
Appropriate comprehensive critical literature review (30%) You have confidently used extensive and appropriate literature to develop and justify your own arguments. Shows the ability to synthesise arguments. You have analysed the literature an there is evidence that this has affected the development of your work There is evidence of relevant reading but there is a lack of discussion and debate and analysis. Your work is too descriptive at the expense of debate and discussion. Sources are limited but relevant to the topic. Irrelevant literature used or/and a small range consulted.
Does not demonstrate an understanding of the relevant literature.
Discussion & analysis of empirical findings (30%) You have presented your findings in a methodical way and used them to extend your general and specific discussion. Excellent presentation and appropriate use of graphics. Your work is logically organised and contains some discussion and reflection of the findings within a broader discussion.
Good presentation of findings. You have offered some analysis of your empirical findings but this is not fully developed and explained.
Good presentation of findings. The findings are limited and undeveloped. Presentation is only basic and needs some attention. Your discussion is underdeveloped. There is very little evidence of data collection, analysis or discussion.
Quality of main arguments, conclusions and referencing (20%) Your work is coherent and accurately referenced throughout. Your conclusions are directly related to the other aspects of the study. Excellent presentation. Evidence of some original thinking and appreciation of the relevance to housing policy and practice. Your work is coherent and accurately referenced throughout.
Your conclusions are directly related to the other aspects of the study. Good presentation.
Shows relevance to housing policy and practice Referencing is mainly accurate. The general discussion and conclusions are undeveloped and could be linked more convincingly to the main focus of the dissertation.
Some relevance to housing policy and practice The conclusion is only weakly related to the study. The arguments are not fully carried through. Referencing style needs development.
Relevance to policy or practice could be developed further. There is little evidence of coherent arguments, debate or discussion of the key issues. The work is not coherent or convincing.
The conclusions are weak.
Referencing is inaccurate and poorly presented.
No relevance to policy or practice.
Poor spelling and sentence construction will be penalised up to 10% of the final mark
The pass mark is 40%

30-39% Deficient in several areas or aspects, but with some features that, with considerable effort, could redeem it.

20-29% The work that has been done is a long way short of adequate and badly presented. Inadequate work,

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