Project Background and Design Course Descriptor

Course Summary

This course is an intensive bootcamp that will provide learners with the tools to scope, identify, develop, plan and research a work based project idea.  The course systematically covers academic skills, such as conducting a literature review, referencing, report writing, metrics, scheduling, critical thinking and analysis. The course culminates in a project outline which details the project title, scope, key activities/milestones and expected outputs/measures of success. Learners will engage in a literature review and critical analysis of their project topic to inform their project outline.

Course Aims

• Train learners to conduct a literature review to inform project design.
• Train learners to write up their findings and ideas accurately, clearly, coherently and to a high-professional standard.
• Train learners to measure success using qualitative and quantitative metrics.

Learning Outcomes

On successful completion of the course, learners will be able to:

Knowledge and Understanding

Subject Specific Skills

Transferable and Professional Skills

Teaching and Learning

This is a two-week bootcamp. 

This course can be offered as a standalone short course.

Teaching and learning strategies for this course will include: 

• Lectures
• Informal discussion groups
• Practical sessions
• Assessment

Course information and supplementary materials will be available on the University’s Virtual Learning Environment (VLE).

Learners are required to attend and participate in all the formal and timetabled sessions for this course. Learners are also expected to manage their self-directed learning and independent study in support of the course.

The course learning and teaching hours will be structured as follows:

• Off-the-job learning and teaching (10 days x 7 hours) = 70 hours
• On-the-job learning (10 days x 7 hours) = 70 hours
• Private study =  60 hours

Total = 200 hours

Apprentices will complete workplace activities before the bootcamp, as part of their on-the-job learning. Preliminary activities include reading and workplace research.

Workplace assignments (see below) will be completed as part of on-the-job learning.

Assessment

Formative

Learners will be formatively assessed during the course by means of set assignments. These will not count towards the final degree but will provide learners with developmental feedback.

Summative

Feedback

Learners will receive formal feedback in a variety of ways: written (via email or VLE correspondence) and indirectly through online discussion groups. Learners will also attend a formal meeting with their Academic Mentor (and for apprentices, including their Line Manager). These bi or tri-partite reviews will monitor and evaluate the learner’s progress.  

Feedback is provided on summative assessment and is made available to the student either via email, the VLE or another appropriate method.

Indicative Reading

Note: Comprehensive and current reading lists for courses are produced annually in the Course Syllabus or other documentation provided to learners; the indicative reading list provided below is used as part of the approval/modification process only.

Books 

Preece, R., 1994. Starting Research : An Introduction to Academic Research and Dissertation Writing. London, New York : Pinter Publishers

Stephan F. M., and Smith, I., 2019. A Practical Guide to Dissertation and Thesis Writing. Newcastle upon Tyne, England : Cambridge Scholars Publishing 

Gaast, K., & Post, Ger. (2019). Academic Skills for Interdisciplinary Studies. Amsterdam : Amsterdam University Press

Journals

Learners are encouraged to read material from relevant journals on academic skills as directed by their course leader.

Electronics Resources

Learners are encouraged to consult relevant websites on academic skills.

Indicative Topics

• Project planning
• Literature review
• Risk and scheduling