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1. Admissions/ Management Information
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Title of the new programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
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Masters MA in Social Research
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Postgraduate Diploma PGDip in Social ResearchPlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate PGCert in Social Research Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate PGCert in Social Sciences Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2020/2021
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department ReCCSReCCS
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Other contributing Departments: Education, Economics, Health Sciences, Sociology, SPSW, Management, Politics, Psychology, History, Language and Linguistics, Law, CHE, CRD, Environment, PEP, CWS
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Route code
(existing programmes only)		PMSRESCSS1
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Admissions criteria
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Students are generally required to have achieved a 2:1 or equivalent in their first degree. An IELTS score of 6.5 or above is required for students for whom English is not a first language, with a minimum of 6.5 in Writing and 6.0 in all other components
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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MA in Social Research1 year FT/ 2years PTBothN/APlease select Y/NYesPlease select Y/NNoN/A
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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(max 200 words)
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Dr Zoe Handley
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4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
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The programme has been designed to meet the ESRC doctoral training requirements, as well as those of the White Rose Doctoral Training Partnership of which the University of York is a key stakeholder. The programme will be reviewed on an annual basis with feedback provided from students as well as contributing Departments. As key aspect will be the review of the optional module component and appropriateness of including the respective modules and how these align with supporting the dissertation, and with the programme learning outcomes. We will also ensure that if any changes are made that the programme continues to meet the requirements of the ESRC.
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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Our MA in Social Research has been designed to develop world class, social science researchers as defined by the Economic and Social Research Council (ESRC). You will achieve this standard by developing your understanding of the philosophy of research as well as the skills and expertise required to confidently manage the full social science research life cycle - from methodological design and data analysis, through to communication and dissemination. The programme effectively combines core methodological training with a range of thematic optional modules which provide you with the flexibility for interdisciplinary study and to explore your own specialist area of interest whilst preparing you to complete an independent research project in the Social Science field of your choice.

As a result, as a successful graduate you will be in a position to conceive and lead focused, ethical, strategic research projects for local government, central government, non-governmental organisations and in the private sector, as well as preparing you to undertake a PhD.
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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme can be expected to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements for the PG Certificate and four-eight for the PG Diploma in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1make informed research decisions [such as study design, selection of methodologies] based on specialist knowledge of particular areas of Social Science combined with an appreciation of interdisciplinary debates, an awareness of different epistemological approaches, and of the impact of research on society; [knowledge]
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2independantly design effective research strategies by assessing the context, utility and impact of proposed research and formulating research questions and hypotheses which can be tested and are amenable to empirical investigation; [design]
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3confidently apply the principles of research ethics and professional practice in the design and conduct of research; [ethics]
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4select and competently apply appropriate qualitative, quantitative or mixed methods to the investigation of social science phenomena; [methods]
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5manage data by designing efficient data-gathering instruments; accessing and linking data sets (both primary and secondary); dealing with missing data and measurement error; and representing data in an accessible manner [manage data];
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6analyse research findings using up-to-date techniques by interpreting numerical data using statistical inference, modelling and quantitative analysis software, and by interpreting a range of phenomenological or textual data using qualitative approaches and appropriate software [analyse data];
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7effectively present and disseminate complex research findings tailored to the needs and levels of prior knowledge and expertise of varied audiences; [dissemination]
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8confidently collaborate and communicate with peers and colleagues across interdisciplinary fields of research and practice [engagement]
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5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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The programme learning outcomes are designed in accordance with the ESRC Postgraduate Training and Development Guidelines to enable students to develop as social science researchers of the future. They combine theoretical knowledge, alongside a wide range of methodological skills and the practical aspects of conducting research and will actively challenge students own theories and perceptions of social phenomena through engaging in debates with peers from other disciplines.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The programme learning outcomes catpure the key attributes that will enable students to develop as excellent social scientists as they combine knowledge with analytical techniques alongside the broader skills such as dissemination and engagement which are required to conduct high quality research. Importantly, they facilitate interdisciplinary working which is a key aspect of social sciences both in relation to academia as well as in public services and policy making. They also align with the ESRC training guidelines which is advantageous for those students wishing to progress to higher study.
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iii) Please detail how you would support students from diverse entry routes to transition into the programme? For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity
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The programme is structured to support students from diverse backgrounds with respect to disciplinary knowledge and skills. The introductory modules at the start of the programme will support students, irrespective of their previous study, to become conversant with the different methods used in social science research to enable them to be confident in applying them as they progress through the programme. In addition, a wide range of subject specific modules are available in the spring and summer term which will enable students to work within their own specific discipline but will also them to investigate new areas of interest. Academic and writing skills are also inherent throughout the modules and there is a strong research integrity/ethical strand that runs throughout the programme.
Formative work is incorporated throughout which will also help identify students that may benefit from additional support from elsewhere within the University. The programme leader will also have a key role in supporting transition into the programme.
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iv) Please explain how the design of the programme enables students to progress through to the end of the award? For example, in terms of the development of research skills, enabling students to complete an independent study module, developing competence and confidence in practical skills/ professional skills, (See: QAA Mater's degree characteristics http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2977#.WS1JOevyu70).
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As outlined in section iii) the MA has been specifically designed to support progression from the start of the programme to completion of the dissertation. The programme commences with modules which cover the fundamental principles of research design and research methodologies prior to students undertaking advanced methods modules and thematic based modules aligned with the seven pathways on which the programme is based. Alongside, specific skills based modules have been developed that will enable students to gain the practical and professional skills required as a social science researcher as well as the academic ones. Assignment of the dissertation theme at the start of the spring term will also ensure a student has the opportunity to undertake the appropriate modules in the spring and summer term and to engage more effectively with the skills based modules that run over this time period.
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v) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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Students will develop key digital skills through the use of a number of computer software packages for data analysis (qualitative and quantitative) as well as for data management and will be able to apply these confidently in a real world setting. In addition, they will be become familiar with a range of databases for literature searching and how to access different data sources. The programme also draws on existing modules where digital literacy and technology-enhanced learning are already embedded.
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vi) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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The programme learning outcomes align with the ESRC training guidelines which are designed specifically to train the next generation of social scientists. They capture the key skills and attributes that a successful student would be expected to demonstrate to progress to further study or for a career in public services or policy making. The programme will also draw on current examples in Society where students will be expected to apply their learning and knowledge through debates and dissemination activities. We are also exploring the possibility of utilising York Futures within the programme which will be particularly advantageous to students.
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vii) Consultation with Careers
The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager.
Please provide details of Careers' comments and your response.
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Kelly McDonald
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viii) How is teaching informed and led by research in the department/ centre/ University?
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One of the important features of this programme is that it draws on expertise from fourteen Departments across the University, each of which is leading on and delivering high quality research in their specific disciplines across the social science arena. As such, the MA provides an opportunity to deliver teaching that is underpinned by multi and interdisciplinary research. The working beyond disciplines module provides an example of where the latest key debates and challenges in social science research will inform the topics and materials being delivered. In addition, as part of the ESRC DTP we are collaborating across the White Rose Consortium, which also facilitates cross-institutional opportunities for teaching.
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof.

This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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For students who exit with the PGCert in Social Research (Research Design, Introduction to Qualitative Methods and Data Analysis; Introduction to Quantitative Methods and Data Analysis) they will have made significant progress with respect to PLO’s 2-6. In particular they will have the ability to be able to articulate research questions, identify the appropriate methodologies by which to undertake research and manage and analyse the resultant data. Students who exit with a PGCert in Social Sciences will have completed 60 credits from the modules on offer including core modules provided by ReCCS as well as Departmental options. Depending on the modules a student has successfully undertaken and passed will determine the progress towards the PLO’s.
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On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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Student who exit with a PGDip in Social Sciences will have completed Research Design, Introduction to Qualitative Methods and Data Analysis; Introduction to Quantitative Methods and Data Analysis, Working Beyond Disciplines, Professional and Transferable Skills, and 40 credits of optional modules. This will mean they have made significant progress in meeting the PLO’s. In particular they will be able to articulate research questions, make informed research decisions, select and apply appropriate methodologies, manage, analyse and interpret data, have an understanding of the importance and principles of ethical research, and be confident in thier ability to work in an interidisciplinary setting.
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5.e. Other features of the programme
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i) Involvement of partner organisations
Are any partner organisations involved in the delivery of the programme?
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Please Select Y/N: Noif Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
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University guidance on collaborative provision
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(max 200 words)
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ii) Internationalisation/ globalisation
How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
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Internationalisation will be embedded within the programme by incorporating global examples of the key debates and challenges in social sciences, as well as those that are relevant nationally. Moreover, collaborative group work will enable students to draw on their experiences based on their own cultural background and perspectives.
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iii) Inclusivity
How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme?
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This refers to the protected characteristics and duties on the University outlined in the Equality Act 2010
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Equality and diversity will be embraced in all aspects of the programme: from session planning and teaching methods to assessment procedures; from inclusive resources and materials, to teachings which are mindful of discrimination, harassment and victimisation because of disability, race, sex, sexual orientation, transgender, religion or belief, age and any other characteristic covered by the Equality Act 2010.
Students will be encouraged to draw on their own values and cultures and to consider perspectives from an individual point of view as well as those of the wider cohort and group.
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG.pdf
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http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements
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http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2843#.VthM1fmLS70
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/
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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20RSS00002MResearch Design SEA
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20RSS00001MIntroduction to Qualitative Methods and Data Analysis SAEA