F2024

International Bachelor Study Programme in Social Science

basic project

English

Tilmelding sker via stads selvbetjening indenfor annonceret tilmeldingsperiode, som du kan se på Studieadministrationens hjemmeside Når du tilmelder dig kurset, skal du være opmærksom på, om der er sammenfald i tidspunktet for kursusafholdelse og eksamen med andre kurser, du har valgt. Uddannelsesplanlægningen tager udgangspunkt i, at det er muligt at gennemføre et anbefalet studieforløb uden overlap. Men omkring valgfrie elementer og studieplaner som går ud over de anbefalede studieforløb, kan der forekomme overlap, alt efter hvilke kurser du vælger.

Registration through stads self-service within the announced registration period, as you can see on the Studyadministration homepage. When registering for courses, please be aware of the potential conflicts between courses or exam dates on courses. The planning of course activities at Roskilde University is based on the recommended study programs, which do not overlap. However, if you choose optional courses and/or study plans that goes beyond the recommended study programs, an overlap of lectures or exam dates may occur depending on which courses you choose.

The students are expected to use qualitative methods, collect empirical data and carry out data analysis in Basic Project 2.

Basic Project 2 builds on Basic Project 1 and the students must carry out a thorough literature review. As part of Basic Project 2, the student should compare their empirical findings with existing social science literature within the chosen problem area. In this way, students gain knowledge about qualitative methods, empirical research, data analysis and further develop their understanding of the role of literature in the project.

Basic project 2 is supported by BC6 Qualitative Methods, where students learn different qualitative methods such as how to collect empirical data and how to analyse data. Students apply these qualitative methods in their Basic Project 2.

The semester starts with an introduction to the project, the methods course and the subject courses, where the SIB coordinator and the course leaders explain how the semester's courses and the project are connected.

The students will be taught how to work with the project's learning objectives and to identify themes that they are interested in exploring further in a project. Students are also taught various project competences to strengthen their project group collaboration.

During the intensive days, known as project formation, the students work with different themes and issues that they may want to investigate during the semester. During the project formation, the individual student identifies a societal issue that they will investigate further together with 2-5 other students, with whom they form a project group.

The students in the project group alternate between working independently on different elements of projects, working in the project group and meeting with the supervisor. The supervisor gives feedback to the group based on the written material the project group has submitted prior to meeting. The supervisor may also ask about the dynamics between the members of the project group.

A student is expected to work 405 hours on a 15 ECTS project.

The 405 hours include semester introduction, project formation, workshop and group project work, including problem area seminar and internal evaluation.

The group project work entails literature search, reading and literature review, preparing feedback, supervision meetings, group project meetings, writing the project report, exams etc.

Each member of the project group is expected to work 405 hours on the project.

The curriculum will gradually be put together by the project group in collaboration with the designated supervisor.

Feedback is an important part of the project work and takes place in different ways throughout the project.

Peer-to-peer feedback occurs continously in the project group, for example when the students discuss some of the literature they have read, or when the project group talks about the empirical data collection and analysis. The project collaboration is essentially about giving and receiving feedback.

The supervisor is also an important source of feedback. Initially, the supervisor provides feedback on the group's project ideas and problem formulations. Later the supervisor provides feedback on the literature review, theory, methods and analysis. Feedback is given both through supervision meetings and written comments on drafts.

The students actively participate in the mid-term evaluation where they give feedback to another project group and receive feedback from this group and another supervisor. This peer-to-peer feedback helps to qualify the project work and help the project group move forward with the project.

The students receive exam feedback that they can use in future project work.

Moreover, the Study Board regularly evaluates the project. Here, the students' evaluation is important for developing the project in relation to the learning objectives and the project process.

Helene Dyrhauge (dyrhauge@ruc.dk)

SIB Registration & Exams (sib-exams@ruc.dk)

Helene Dyrhauge (dyrhauge@ruc.dk)
Tatiana Fogelman (fogelman@ruc.dk)

Pr. 1. september 2023 er gruppestørrelsen på Basisprojekter og Fagmodulprojekter altid minimum 3 studerende. Dette gælder også selvom der måtte stå andet andre steder.

As per 1 September 2023, the size of the project groups for basic and subject module projects is always minimum 3 students, even if it says otherwise elsewhere.

15

• Knowledge

  • Knowledge about the selected qualitative methods’ significance for answering a social scientific problem formulation
  • Understanding of the different elements in the project report with a focus on the ability to reflect on the impacts method choices have on answering the problem formulation

• **Skills **

  To carry out a thorough literature review:

  • To relate the selected social scientific literature to the discussion of empirical data, in conjunction with the selected theory
  • To carry out a thorough literature review, which critically examines the quality and relevance of the selected social scientific literature in relation to the problem formulation

  Understanding of the methodological choice and reflections:

  • To independently generate empirical data using qualitative methods
  • To reflect critically on the empirical material's relevance in relation to the project design, and on its impacts on the project’s academic quality
  • To explicitly reason/provide reasoning for the choice of the qualitative methods and to reflect on their relation to the project design
  • To operationalize the selected methods and theory

• Compentences

  • Competence in facilitating and planning project work
  • Competence in giving constructive feedback to other students about their work and reflecting on feedback received from other students.

The purpose of the project work is to analyse a social scientific problem using qualitative methods. The analysis must be supported by social scientific literature.

The primary teaching method consists of project supervision, where each project group meets with their assigned supervisor according to individual agreement.

The project supervision is complemented by a project support process. The project support process includes the following elements:

1. Projekt formation;
2. Project workshops
3. Midterm evaluation

The specific content of the individual elements of the project supporting process will be published in Moodle.

Project

Group exam for the participants in the project work.

The exam is based on the students’ project report. The exam includes individual presentations on a topic of the students’ own choice. The topic must be relevant to the issues highlighted in the project report. Each individual presentation lasts up to 5 minutes. The individual presentations are followed by a dialogue between the students and the assessors based on the project.

There may be posed questions related to the subject area of the project report and the project support process' relevance and significance for the project process.

The assessment is individual and is based on the project report and the student´s oral performance.

Permitted group size: 2-6 students.

The character limits of the project report are:
For 2 students: 81,600-122,400 characters, including spaces.
For 3 students: 81,600-122,400 characters, including spaces.
For 4 students: 100,800-141,600 characters, including spaces.
For 5 students: 100,800-141,600 characters, including spaces.
For 6 students: 122,400-163,200 characters, including spaces.
The character limits include the cover, table of contents, summary, bibliography, figures and other illustrations, but exclude any appendices.

The project report must include a summary in English, that is part of the assessment.

Time allowed for exam including time used for assessment is for:
2 students: 60 minutes.
3 students: 75 minutes.
4 students: 90 minutes.
5 students: 105 minutes.
6 students: 120 minutes.

Writing and spelling skills in the project report are part of the assessment and will count for 10 percent.

Permitted support and preparation materials during the exam: All.

Assessment: 7-point grading scale.
Moderation: Internal co-assessor.

Samme som ordinær eksamen / same form as ordinary exam