MSc Deaf Education

University of Manchester

Faculty of Biology, Medicine and Health

School of Health Sciences

PROGRAMME HANDBOOK

2020/21

 

Revised September 2020

 

 

 

 

 

 

 

 

 

 

INTRODUCTION TO THE SCHOOL

Welcome from the Director of Postgraduate Taught Education

 I am delighted to welcome you to the School of Health Sciences and the Faculty of Biology, Medicine and Health. We are extremely pleased you have chosen the University of Manchester to commence or continue your postgraduate study journey; whether you are progressing straight from your undergraduate studies, seeking to develop your knowledge/skills in your chosen career or, are bravely, taking a completely different direction in life.

In the pursuit of knowledge, wisdom and humanity, we will place you at the centre of a transformational learning process to support you to achieve your individual goals and aspirations. Our challenge to you is to embrace all of the opportunities available to you; be bold, think differently and realise your potential. We want your postgraduate journey with us to be intellectually stretching, rewarding and fun.  

We are aware that most of you will need to juggle a number of competing priorities during your postgraduate taught studies. Some of you will already be in full time employment, while others will need to secure part time employment to fund your studies. We know that many of you will have family and caring responsibilities that will have to be prioritised before your own learning. We hope the information detailed in this programme handbook will help you in managing these competing commitments. Whether you are joining us on campus, or studying at a distance, you are an integral part of our School and University, and we are here to support you.

We are extremely proud of our postgraduate student community and alumni who are making a difference, both locally and globally. We look forward to working with you, confident that you too will play a role in transforming the lives of people who use health and social care services, whether during your studies or upon graduation.  

I wish you every success in your postgraduate studies here at the University of Manchester. 

Mr Andrew Mawdsley
Director of Post Graduate Taught Education
School of Health Sciences

Where to find further information

In addition to this handbook you are required to familiarise yourself with the information contained within the A-Z of Student Services and IT Services handbook. New students are given access to copy of the appropriate handbooks at the beginning of their programme of study; alternatively the information is available on our website.

We will be happy to provide this handbook in large print if required.

Student Services Centre, Burlington Street or Sackville Street

Tel: +44(0)161 275 5000

The Student Services Centre can offer all sorts of help and advice about tuition fee assessments or payments, Council Tax, examinations, graduation ceremonies and all sorts of documents.

The A-Z of Student Services

The Statutes, Ordinances and Regulations that are applicable to all students across the University are referred to in the University A-Z of Services and detailed in full within the University Calendar.

A-Z of Student Services

Essential advice, information and guidance for students at The University of Manchester; packed with up-to-the-minute information.

The University website contains a comprehensive and definitive listing of University policies and procedures relevant to both students and members of staff. It covers the full-range of our activities and is continually updated to ensure that you have immediate access to the latest versions of documents as soon as they are approved. It is also equipped with a search engine that enables you to find relevant documents using key words or phrases.

Click Here to visit the website

Online Skills Training Resource

The Faculty has developed a skills training resource to support you through your postgraduate taught programme. This online material should supplement the assessed learning material and activities undertaken in your taught programme.

Introduction to Deaf Education

Welcome to the School of Health Sciences at the University of Manchester. This programme handbook provides details of the University of Manchester Programme leading to the PG Diploma / MSc  in Deaf Education, including information about the aims and learning outcomes, structure, content, admissions, assessment and programme management.  It should be read in conjunction with related University documentation. This handbook contains details of the general course structure, together with other useful information about the School.  Once students progress to the MSc module there is a handbook specifically designed for this purpose.

We hope that your time here in Manchester will be productive and enjoyable.

School Contacts

 Head of School: Prof Kay Marshall

PGT Programmes Manager

Mr David Parry, G15 Zochonis Building (0161 275 2583)

The School address is:

The School of Health Sciences and Division of Human Communication Development & Hearing                                                
The University of Manchester

Oxford Road Manchester M13 9PL

Telephone number: 0161 275 8581
Switchboard: 0161 306 6000

Key People

Dr Helen Chilton

Programme Director     / Senior Lecturer

Tel: 0161 275 3384

Email:helen.chilton@manchester.ac.uk

Lindsey Jones

Lecturer in Deaf Education

Tel: 0161 306 2651

Email: lindsey.jones@manchester.ac.uk

 Professional Support Staff:

Amelia Clark

PGT Programmes Administrator

Tel: 0161 275 8583

Email: PGT_HCDH@manchester.ac.uk Location: G15 Zochonis Building

Your E-mail and Contact Details

You will be supplied with a student e-mail address.  

All official communications will be directed to your student e-mail address and it is your responsibility to ensure that you can access and read mail from this source. Please note that text messages and social media posts are not regarded as official communication channels, and all written requests (including submission of forms) should be made via email.

If you prefer to use a local account then you must arrange to have your university email forward to your local address: for details on how to do this please contact Garry Byrne on 0161 275 2561.

Please do not use personal email addresses to contact staff – always use your University account.

Please ensure that you update any changes to your personal information on the MyManchester portal straight away and please also submit a note of the change to PGT_HCDH@manchester.ac.uk

General information about the School of Health Sciences and Division of Human Communication Development & Hearing, staff listings and research interests are contained in this handbook, but more information can be obtained from the following web sites:

Faculty Webpage https://www.bmh.manchester.ac.uk/

A-Z of Student Services

The A-Z of Services can be found at; A-Z of Student Services  

Here you can find more information on a wide range of topics such as library services, disability support and careers advice.

The University of Manchester home page:

http://www.manchester.ac.uk/

Student Charter http://www.studentnet.manchester.ac.uk/enhancing-my-experience/charter/

Key Contacts

Internal Information Sources

If you are calling from outside the Manchester area add ‘0161’. Calling from outside the UK add 0044161. For the latest listings of internal information sources please see our website at www.mhs.manchester.ac.uk/graduate/

 

Accommodation Office	275 2888
Counselling Service	275 2864
Dryden Street Nursery	272 7121
Harassment Advisors (Confidential Support)	275 2071 / 275 7795
International Society	275 4959 / 275 7697
International Students’ Welfare Officer	275 2972
John Rylands Library	275 3751
Joule Library	200 4925
Sugden Sports Centre	200 4026
Nightline (Confidential telephone helpline run by students)	275 2983 / 275 2984
Graduate and Mature Students Society (Burlington)	275 2392
Special Needs Co-ordinator(Physical and Learning Disabilities)	275 7512/Minicom:275 2749
SU Overseas Students Officer	275274
SU Graduate and Mature Students Officer	275 2746
SU Switchboard	275 2930
SU Womens Officer	275 2939
Student Health Service	275 2858
Women’s Safety (evening minibus service)	275 2939

  External Services Service      

Alcoholics Anonymous	236 6569
George House Trust (HIV and AIDS help line)	274 4499
Citizens’ Advice Bureau	834 9844
Life Line (Drugs Advice)	839 2054
Manchester Brook Advisory Centre (Abortion/Sexual Health)	237 3001
Manchester Central Library	234 1900
Manchester City Council Housing Aid	234 4750
Rape Crisis Line	273 4500
Samaritans	236 8000

Central University Departments:

Central Academic Advisory Service CAAS is a confidential service offering students the opportunity to discuss any matters that may be affecting academic progress.	275 3033
Graduate Office Faculty of Medical and Human Sciences	275 5034 / 275 5035
The Language Centre The Language Centre offers English Language and academic skills support to both Home and International students in the form of part-time courses, workshops for specific groups and individual tutorial support.	275 3556 / 275 3426 (home students) 275 3533 (overseas students)
Student Administration Information, support and advice on examinations, welfare, problems concerning academic progress, disability, appeals and complaints procedures.	275 2071
Student Services Centre Offers advice to students on general funding opportunities and distributes grant cheques quarterly from University, Research Councils and external funding bodies. Point of call for swipe/library card problems.	275 5000

Academic Structure

Overview of the Structure of the School of Health Sciences

The School of Health Sciences comprises six divisions:
i) Psychology and Mental Health Psychology;
ii) Population Health,
iii) Human Communication and Deafness;
iv)Pharmacy & Optometry;
v.) Nursing, Midwifery & Social Work;
vi.) Information, Imaging & Data Science.

The School delivers a large number of UG and PG teaching programmes.  The School also runs the Clinical Psychology professional doctorate training programme. There is also a large community of students studying for MPhil and PhDs.

Our School is one of three comprising the Faculty of Biology Medicine and Health (FBMH), the others being School of Biological Sciences and School of Medical Sciences. All the Schools work together at a Faculty level to continually improve provision for our postgraduate students by up-dating existing schemes and devising innovative ones.

The School is run by an Executive Committee comprising the Head of School (Chair), the leads for each of the divisions, and staff with key leadership roles within the school (e.g. directors of research, undergraduate, and graduate matters). It is important that there is a healthy bi-directional flow of information between student, staff, School, and Faculty levels. As a student, you can express issues and concerns to your student representatives who will ensure that these issues are addressed by the School Postgraduate committee which is chaired by the Director of Graduate Matters. Hence, the concerns of postgraduate students are taken seriously at School and Faculty levels.

Division of Human Communication, Development and Hearing (HCDH)

founded as the Department of Education of the Deaf in 1919 by Sir James E Jones in memory of his deaf son, Ellis Llywd Jones, and was one of the first such departments in the world.  Since that time it has played a major role in the development of audiology and deaf education both nationally and internationally.

HCDH is closely linked with local Health and Education Services, and houses some staff from Manchester Royal Infirmary, including those in the Manchester Adult and Paediatric Cochlear Implant Programmes.  Clinical and practical facilities are located on the ground floor of A and B Blocks, and on the fourth floor of A Block.

HCDH is located on the ground, first and second floors of B Block, and the ground, first, second, third and fourth floors of A Block in the Ellen Wilkinson Building (formally known as Humanities Building), in the South West sector of the campus.  Many staff involved in teaching on the MSc/PG Diploma Audiology course are members of the Manchester Centre for Audiology & Deafness (ManCAD).

 MSc in Deaf Education [Programme Director Dr Helen Chilton].

The MSc is an extension of the PG Dip in Deaf Education, with students completing a dissertation after successful completion of the Diploma.

BSc (Hons) in Speech and Language Therapy [Programme Director Rachel Starkey]

This is a 4 year full-time undergraduate degree for people wishing to qualify as Speech and Language Therapists.  The programme is accredited by the Health Care Professions Council and funded by Health Education North West.

 BSc in Healthcare Science (Audiology) [Programme Director, Dr Tim Wilding)

This is the new 3 year undergraduate training programme in Audiology, and has been specifically developed to fulfill all the educational requirements of the Modernizing Scientific Careers (MSC) curriculum and Science Practitioner Training programme.

Our first cohort of students was in September 2012. The programme is based in the University but has significant clinical placements in year 1, 2 and 3, which are based in both the NHS and Independent Sector across the Northwest.

MSc in Clinical Science (Neurosensory Sciences) [Programme Director, Dr Kai Uus]

This Masters is a collaboration between the University of Manchester and Manchester Metropolitan University and has been specifically developed to fulfil all the educational requirements of the MSc Neurosensory curriculum and the multi-disciplinary framework of the Scientist Training Programme. The MSc is delivered over three years, on a block release basis supported by e-learning elements.  Students are employed by the NHS and when not on block release are undergoing clinical training within their host Trust. The first student intake was in September 2011.

MSc Audiology [Programme Director, Helen Glyde]

This is a one-year MSc that has been accredited by the British Academy of Audiology.  It is ideal for those wanting to pursue a career in Audiology, as it provides the theoretical basis prior to completion of a clinical training year. In addition, the MSc Audiology is an alternative programme of study for those with a clinical background in Audiology, yet want to demonstrate learning at a Master’s level.

Certificate of Clinical Competence UK & Irish Certificate of Clinical Competence in Audiology (ICCCA) [Programme Director, Bridget Skelly]

This is a clinical training programme that is run in the Northwest (UK) and Ireland.

Students with an appropriate MSc in Audiology are supported by UK and Irish Audiology teams, in attaining clinical competency skills in a range of adult and paediatric assessment and management procedures.  Programme availability is subject to placement capacity.

MSc in Advanced Audiological Studies [Programme Director, Helen

Glyde]/ MSc Advanced Audiological Studies (Paediatric Pathway)

This MSc can be completed either as a full time course or part time course and is ideally suited to those with a clinical background in Audiology.  The MSc can be made up of units which span Audiology and Deaf Education.  Where learners choose sufficient paediatric focused modules they are able to graduate with the Paediatric Pathway designation.

Post Graduate Diploma in Deaf Education [Programme Director, Dr Helen Chilton]

A one year full time (campus based) or two years part time (on-line or campus based) programme which includes eight weeks of placements over the course of study. The programme provides a recognized mandatory qualification for qualified teachers who want to work within deaf education and become Qualified Teachers of the Deaf.

Continued Professional Development

Clinicians across a range of disciplines can enroll to study for the following individual M-level modules:

Adult Auditory Assessment and Management

Higher Specialist Scientist Training (Audiological Sciences) [Programme Director, Dr Kai Uus]

This is a new 5-year doctoral level programme. Higher Specialist Scientist Training (HSST) is part of the Department of Health Modernizing Scientific Careers framework. Through an HSST programme reflecting the standards of training undertaken by doctors to train as Medical Consultants, selected Clinical Scientists will bring high-level scientific and clinical leadership as Consultant Clinical Scientists.  Manchester Academy for Healthcare Scientist Education (MAHSE; a consortium comprises the University of Manchester, Manchester Metropolitan University, University of Liverpool, Aston University and Kings College London) won the DoH tender to be the only provider of the highest training programme in all 19 Healthcare Science disciplines. The aim of the consortium, led by MAHSE is to generate a dramatic and sustained step change in the influencing and promoting Healthcare Science services and Healthcare Science research in the UK.

https://www.networks.nhs.uk/nhs-networks/msc-framework-curricula/hsst-higherspecialist-scientist-training

PhD studentships in Audiology

PhD studentships in the field of Audiology typically require 3-4 years of full time study. There are a variety of funding routes available for these studentships including Research Councils, Industry and Charities.

Further information can be found on the School web site

http://www.manchester.ac.uk/study/postgraduateresearch/programmes/list/11032/phd-audiology/

 The Research Environment in the Division of Human Communication,

Development & Hearing

ManCAD (led by Prof Kevin Munro) aspires to be the leading centre in the UK and a world leader in three broad areas:

Bridging basic and translational hearing research

Innovative research that translates basic underpinning research into direct benefit to people who have a hearing dysfunction

Research that underpins and delivers improved services in health care and education for adults and children with a hearing loss.

Our research underpins, and is informed by, our leading role in audiology education and audiological service delivery in the UK. Our multidisciplinary research team includes professionals in audiology, deaf education and medicine, in addition to scientists expert in psychophysics, electrophysiology, signal processing and neural imaging.  Our research is currently grouped into five themes although there is some overlap.  There are also a number of cross-cutting stands including electrophysiological and psychophysical methodologies. We are also keen to expand our activities by collaborating, or recruiting, cognitive or health psychologists with a strong interest in audiology and hearing sciences.

Coding and processing [Theme Lead, Prof Chris Plack]

This theme focuses on physiological processing within the auditory system, with the goal of understanding how the normal and impaired auditory system codes and processes sounds. In particular, we have interests in cochlear processing, neural temporal coding, and “hidden” hearing loss resulting from neural damage. The theme has the translational goals of:

improving and individualising auditory diagnostics developing new signal processing strategies for hearing devices.

Clinical assessment and management [Theme Lead, Dr Kai Uus]

This theme focuses on clinical assessment and management of adults and children with hearing impairment, tinnitus and balance disorders. Research is aimed at improving patient outcomes using innovative technologies or techniques. We are keen to expand this area by collaborating with the newly formed Centre for Health Psychology.

Plasticity and ageing [Theme Lead, Prof Kevin J Munro]

This theme is concerned with understanding the changes that occur over time in the auditory system due to training, deafness, development, or restoration of input to a deaf auditory system. The translational goal of this research is to guide fitting and management options for hearing devices.

Auditory devices and technology [Theme Lead, Dr Michael Stone]

This theme aims to improve the outcomes of auditory, including implantable, devices. We aim to:
– understand the variability in outcomes through understanding perceptual and physiological factors in the auditory system, and thus develop improved and individually optimised DSP strategies for individuals
– improve DSP techniques in the devices, and to develop diagnostic and prognostic tools to aid the choice of device type and settings

Improving service delivery [Theme Lead, Dr Helen Chilton]

Service delivery to individuals who are deaf seeks to ensure best practice but a range of factors at governmental, institutional, service level or at the level of the individual recipient reduce efficacy and result in less than optimum experience for the client and efficiency for the service provider. By exploring aspects of service delivery with both quantitative and qualitative methods the aim of this group is to improve quality of provision. Currently this group is involved in:

assessing real world benefit of FM amplification for deaf children understanding the reflective component of student experience when training to be work in audiological services supporting the development of Theory of Mind in deaf children

Our group is currently the lead group in the UK for research that leads to improved services for hearing impaired people. Examples are the:

development and implementation of universal newborn hearing screening the modernisation of children’s hearing aid services in the NHS

This is a unique and valuable aspect of our work, as the resultant connections and access to services position us for effective clinical and translational research.

ManCAD is undergoing a time of exciting expansion, supported by the 2015 agenda of the University, which aims to place Manchester within the top 25 research universities in the world. The expansion of the research group, together with exciting expansion of the research portfolio, have led to Manchester A&D Research Group being a destination of choice for young scientists wanting to develop a career in auditory science research. In 2008 we were designated a Centre of Excellence by Deafness Research UK.

The success of the group is reflected in the outcome of the 2014 Research Excellence

Framework: staff were returned within Unit of Assessment 3 (Allied Health Professions, Dentistry, Nursing and Pharmacy), and this Unit was ranked second, within the University of Manchester, in terms of a world leading (4*) research profile and first nationally in terms of research power (average research profile multiplied by the number of staff submitted).

Some selected current projects within the A&D Research Group are:

Evaluation of existing and novel hearing-aid fitting strategies. [Kevin Munro, Richard Baker]

Development of an objective audiological test battery based on electrophysiological techniques. [Karolina Kluk-de Kort, Chris Plack, Kai Uus]

Understanding brain plasticity due to auditory deprivation and/or stimulation. [Kevin Munro, Colette McKay, Karolina Kluk-de Kort]

Cognitive factors in hearing impairment. [Piers Dawes, Kevin Munro]

Signal processing for combining electric and acoustic stimulation. [Colette McKay]

Improved fitting strategies for cochlear implants. [Colette McKay]

Cochlear function in normal and impaired hearing. [Chris Plack, Richard Baker]

The effects of hearing loss and aging on neural temporal coding and pitch [Chris Plack, Kathryn Hopkins, Richard Baker]

The effects of occupational noise exposure. [Kathryn Hopkins, Chris Plack]

The diagnosis and management of auditory neuropathy. [Kai Uus, Colette McKay]

The impact of diabetes on hearing. [Kai Uus, Chris Plack, Kathryn Hopkins]

Theory of Mind, pragmatics and social communication skills of deaf children (Dr

Helen Chilton, Dr Antje Heinrich, Dr Cathy Adams, Professor Anna Theakston)

We receive significant funding from the NHS (usually HTA), NIHR, MRC, BBSRC,

EPSRC, and ESRC, as well as from charitable organizations (e.g. Deafness Research UK, AoHL, NDCS, Wellcome Trust). We have significant collaboration and funding support from several hearing aid and cochlear implant companies. The industrial and NHS partnerships help to fast track research outcomes into better devices and clinical services for patients.  We have strong links with service providers in the field of audiology and deaf education both nationally and internationally, in addition to links with all the relevant professional associations.

Located within the School of Psychological Sciences and the Faculty of Medical and

Human Sciences, the Audiology and Deafness Research Group has close links across the

School, Faculty and University. There are also close links with Institute of Human

Development, Neuroscience Research Institute, Institute of Health Sciences, Child Health Research Network and Biomedical Imaging Institute. Externally, we have existing links and collaborations with many other national and international research groups (e.g. Cambridge and Toronto), and have existing relationships with several industrial partners.

Our research is supported by funding from the Department of Health, UK research councils, industrial partners, and charities. In 2008, Deafness Research UK designated our group as a Centre of Excellence for research that leads to benefit for people with a hearing impairment.

Our research underpins, and is informed by, our leading role in audiology education and audiological service delivery in the UK. The last point is important because we are well placed to combine basic and translational hearing research that leads directly to improved hearing devices and improved clinical practice in the UK. The Audiology and Deafness group is undergoing a time of exciting expansion, supported by the 2015 agenda of the University, which aims to place Manchester within the top 25 research universities in the world. The expansion of the research group, together with exciting expansion of the research portfolio, have led to Manchester Audiology and Deafness Research Group being a destination of choice for young scientists wanting to develop a career in auditory science research.

The impact of the group’s research and subsequent knowledge transfer on service development (e.g. the NHS newborn hearing screening programme; digital signal processing hearing aids and the modernisation of NHS hearing aid services) is highly significant, and is one of the features that distinguishes the group from other UK academic departments of audiology.

In terms of projects, current work includes auditory evoked potentials and their relationship with psychoacoustic function; cochlear dead regions in children; cochlear function; perceptual acclimatization to hearing aids; measures of benefit from hearing aids; interventions for mild and unilateral hearing loss in infants; longitudinal outcome studies with deaf children; service quality, family functioning, early intervention and informed choices; newborn hearing screening; school entry screening; auditory neuropathy spectrum disorder; auditory processing disorders; hearing loss associated with hereditary/syndromic conditions.

SECTION A : Programme Structure

Rationale and General Description

This programme is aimed at qualified teachers wishing to train as Teachers of the Deaf. To accommodate the needs of schools and teachers across the country the programme is available as a blended E-learning option along with the more traditional On-Campus approach.

The Diploma can be taken 1 year full time or 2 years part time. Students can progress to an MSc once they have satisfied the conditions of the Diploma, completing a research methods module and dissertation.

Students cover six taught modules and two assessed placements with a variety of topics and types of assessment. Alongside standard essays are presentations, practicals and INSET packages. As this is a professional qualification, students also take part in two teaching placements where they are assessed against the competencies within the Mandatory Qualification and University requirements. Placements are supported by and internal tutor and a visiting external tutor appointed by the University.  For second placement there is an alternative supervision route is available where supervision will be conducted remote using Swivl technology.  This will be explained and discussed with all students prior to their second placement.

On successful completion of the diploma, students will hold 120 credits and can opt to complete a dissertation worth a further 60 credits if they wish to gain a Masters qualification.

Division of Human Communication Development and Hearing Aims

The overarching aim is to offer students a broad and thorough education in Human Communication, Speech/Language Therapy, Deaf Education or Audiology within an institutional culture of high-quality research and scholarship.  Specific aims are to:

1. Deliver a range of specialist degrees, informed by current research, which equip students for careers within speech/language therapy, audiology, deaf education, teaching, and related areas, or which enhance their existing careers and the service they provide;
2. Maintain and develop high standards of teaching, research and scholarship in an environment which encourages the exchange of knowledge and ideas across professions;
3. Develop in partnership with students their subject-specific knowledge and understanding, cognitive skills, practical, clinical and professional skills, and transferable skills, accessed from an integrated curriculum;
4. Develop a variety of teaching methods and assessment strategies to meet programme objectives, student and/or employer needs;
5. Provide students with effective induction information, academic and pastoral support, in order to enhance their academic and personal development and to encourage the acquisition of qualifications, knowledge, skills and understanding appropriate to their abilities;
6. Provide appropriate laboratory, clinical, library, and other facilities to ensure a high-quality learning environment;
7. Promote a commitment to professional development, independent study and lifelong learning;
8. Develop collaborative working practice in teaching, clinical work, and research with other academic colleagues, and with external services;
9. Seek professional accreditation of programmes where appropriate, and maintain on-going review of all programmes;
10. Develop academic links that improve support services and professional expertise overseas.

Post Graduate Learning Outcomes

(For Students Studying Programmes Offered by Division of Human Communication Development and Hearing)

On successful completion of their programmes postgraduate students will:

have gained advanced knowledge and understanding about a particular subject area and its research base; be able to identify sources, search and evaluate the research literature in their area of study;

have developed the advances academic knowledge, understanding, skills and professional expertise necessary for employment in their field; have experienced and developed an understanding of multidisciplinary working across professional boundaries; have further developed their critical and evaluative skills suitable to support independent and continuing study in their field.

Details of the aims and learning outcomes associated with specific course units can be found in the course unit outlines section.

Award of MSc/PG Diploma and Credit Requirements

To be awarded a degree, you have to accumulate the requisite credits by passing the assessments for course units and thus gaining the credits associated with them.

Students must accrue 180 postgraduate credits to qualify for the degree of MSc. Of these 180 credits, 120 are associated with eight compulsory taught Course Units and 60 credits are associated with a research dissertation. For the Diploma route, students must accrue 120 credits by taking eight 15 credit compulsory course units, but omitting the dissertation.

Currently, all course units are compulsory and there is only one route through the programme. Full details of the taught Course Units below.

The Post Graduate Diploma in Deaf Education is recognized as meeting the national mandatory requirements of the ToD qualification.  No compensation is allowed between course units.  All course units must be successfully completed.

Assessment and Regulations

Postgraduate Taught Degree Regulations for Students

Postgraduate Taught degrees at the University of Manchester are based on the National Framework for Higher Education Qualifications (FHEQ). This framework requires students to achieve credit at masters’ level in order to get an award. For a standard postgraduate taught Masters programme this will normally mean passing 180 credits. A standard postgraduate diploma will normally have 120 credits and a postgraduate certificate 60 credits. The way in which you study these credits will be defined later in the programme handbook and the programme specification.

The University sets standards relating to your performance on every unit but also on your progression through the programme. Your programme and course unit specifications will set out the requirements for passing the credit on individual units.

The full PGT Degree Regulations can be accessed at:

http://www.regulations.manchester.ac.uk/postgraduate-degree-regulations/

Introduction to the Postgraduate Degree Regulations for Students is available at:

http://www.staffnet.manchester.ac.uk/tlso/policy-guidance/degreeregulations/variation-forms/

 Please be aware that the MSc/PG Diploma Audiology and Msc / PgDip Deaf Education programmes have some higher requirements to the University degree regulations and details of these are outlined below;

Exemptions to the PGT Degree Regulations

The programmes above will operate a 50% pass rate across all levels and pathways, ie stand-alone units, PG Cert, PG Diploma and MSc

The programmes above will not apply compensation rules to any course units Students must gain a minimum of 50% in each piece of work in all modules.

If a student fails a Teaching Placement unit then they will only be referred for resit at the discretion of the Examination Board. Due to the completion of this programme leading to a professional teaching qualification, if the Examination Board deems that a student is unfit for practice then they reserve the right to deny the student a second attempt at completing the placement. Therefore the student will be deemed to have failed the programme.

 What happens if I fail some units?

The first thing to do is sit down with your academic adviser who will take you through your options.

The regulations allow you further attempts of up to half the taught credits for a standard masters programme as defined by your programme specification, so you can still get back on track.

This is known as ‘referred assessment’ and these reassessments will normally take place in the same academic year as the original assessment. The Examination Board will then make decisions on your progress and your programme administrator will advise you accordingly of the decisions and next steps.

Successfully re-sat course units will be recorded with a mark of 40R, unless your original mark was between 40-49 in which case you will keep your original mark with a suffix of R. It is this mark that will be used to calculate your final degree classification.

Some programmes, particularly those which are externally accredited or linked to professional practice may set a higher pass rate than stated in the regulations. These programme exemptions are clearly detailed above.

What happens if I fail my resits?

Upon taking the referred assessment, if you fail again the Examination Board will make a decision with regards to your progress. The possible options available may in exceptional circumstances include repeating the unit, being awarded an exit award if all the opportunities to retrieve failed assessment have been exhausted, or withdrawal from the programme.

What happens is I fail my dissertation?

If you fail your dissertations at the first attempt but your mark is above 30% you will be given the opportunity to resubmit a revised version of the dissertation. You will normally be given up to six months in which to make the requested revisions or undertaken additional work. You will be provided with feedback from your examiners and guidance on the revisions required to bring the work to the appropriate standard for the Masters award. If your mark is below 30% you will not be permitted to resubmit.

How is my degree calculated?

To be considered for a Masters Degree you must have achieved 180 credits at the appropriate level. Don’t worry if you have had a referral as these still count towards your credit total for a Pass or Merit. If, however, you have undertaken any referred assessment you will not be eligible for a Distinction.

The award of masters is based upon gaining the required number of credits, normally 180. Classifications for merit or distinctions will be calculated on the basis of an average mark, based on the weighted programme as a whole. If you are completing a postgraduate diploma or certificate programme then these degrees are only awarded as a pass.

PG Diploma and PG Certificate programs are only eligible to be awarded a Pass overall.

When and how are decisions made about my results and my progress?

It is expected that all your attempts at referral assessment will take place in the same academic year in which the assessment was first taken. After each assessment period there is an ‘Examination Board’.

Members of the Examination Board normally include your unit tutors, programme directors and overseen by an external examiner from another university. It is the job of the Examination Board to review all the results anonymously and make decisions on the award of credit and who can resit exams / assessment or gain compensation. It is also the role of the Examination Board to decide who cannot continue and will leave the University with an exit award. Some students will narrowly miss the threshold for a degree classification and so we look at their pattern of marks (Mark Distribution) and may look at their examined work (Mark Review).

What do I do if I disagree with the Examination Board’s decision?

The University has clear and fair procedures which set out the course of action should you wish to appeal against an Examination Board decision or make a complaint. There are a number of grounds on which an appeal may be made, however an appeal which questions the academic or professional judgement of those charged with assessing your academic performance or professional competence will not be permitted. The relevant regulations and forms can be found at:

Regulation XIX Academic Appeals www.regulations.manchester.ac.uk/academic

In the first instance, we would urge you to contact your Academic Advisor who will be able to talk you through the decision making process. 

Progression Statement

Students who register for the MSc course (as opposed to the Diploma course) will not be allowed to progress to the Dissertation unless they successfully complete 120 credits of taught course units.  Students who register originally for a Diploma, but subsequently wish to transfer to the MSc course, will be allowed to do so if they attain, in assessments of the 8 taught Course Units, the level of achievement specified above for the award of the MSc.

Introductory Courses

All students are automatically enrolled onto an introductory unit on Blackboard that provides information on health and safety, academic malpractice and academic literacy.

Completion instructions for each of these sections are clearly defined within the course.

Completion of the academic malpractice and health and safety sections is mandatory for all students.

All assessments must be completed as soon as possible after the programme begins, with the academic malpractice assessment completed before the first piece of coursework is submitted. Completion of these assessments is monitored by the School. All students are also strongly advised to complete the academic literacy section

Submission of Assessed Work

Blackboard

What is Blackboard?

Blackboard is an on-line learning and information environment available to all students.  All course-related content, materials, reading and activities will be placed on Blackboard so it is essential that you familiarise yourself with the system as soon as possible.  Blackboard also offers discussion forums which you may find a useful resource to share information about assignments and other course-related queries. Electronic versions of the programme handbook and relevant forms can also be viewed and downloaded via Blackboard.

How do I access Blackboard?

Students should access Blackboard via My Manchester at: https://www.portal.manchester.ac.uk/

Please see the following link for essential information about using Blackboard and refer to the ‘Student Guide to Blackboard’ document:

http://www.studentnet.manchester.ac.uk/blackboard/

You will also have a University e-mail address, which will be available to you for the duration of the course.  It is important that you check this email amount on a regular basis as all University related correspondence will be sent here and not to your personal email address.

 IT Support

If you experience problems with Blackboard please refer to the Blackboard support pages at: http://www.studentnet.manchester.ac.uk/blackboard/

If the problem is not resolved, please contact technical support directly:

Rochelle.Gunter@manchester.ac.uk

If you require further assistance or you are having difficulties with any other IT facilities you can contact the IT service desk:

Tel: 0161 306 5544

Use the IT Services Knowledge Base: http://www.itservices.manchester.ac.uk/contacts/

For issues with e-resources and journals please contact uml.eresources@manchester.ac.uk or telephone 0161 2757388

Sometimes the links to access materials within external websites fail.  This can be for numerous reasons, it maybe that the website is undergoing maintenance, or it may be that the web address to access the materials has changed.  Please alert your course tutor as soon as possible if a link does not work.  Cut and paste the link into an e-mail stating which unit and where the problem occurred.

Criteria of levels of achievement for the course as a whole

 

Marks	MARKING CRITERIA
90%	EXCELLENT Exceptional work, nearly or wholly faultless for that expected at Master’s level.
80-89%	EXCELLENT Work of excellent quality throughout.
70 -79%	EXCELLENT Work of very high to excellent quality showing originality, high accuracy, thorough understanding, critical appraisal, and very good presentation.  Shows a wide and thorough understanding of the material studied and the relevant literature, and the ability to apply the theory and methods learned to solve unfamiliar problems.
60-69%	GOOD PASS Work of good to high quality showing evidence of understanding of a broad range of topics, good accuracy, good structure and presentation, and relevant conclusions.  Shows a good knowledge of the material studied and the relevant literature and some ability to tackle unfamiliar problems.
50-59%	PASS Work shows a clear grasp of relevant facts and issues and reveals an attempt to create a coherent whole. It comprises reasonably clear and attainable objectives, adequate reading and some originality.
40-49%	FAIL Work shows a satisfactory understanding of the important programme material and basic knowledge of the relevant literature but with little or no originality and limited accuracy.  Shows adequate presentation skills with clear but limited objectives and does not always reach a conclusion.
30-39%	FAIL Work shows some understanding of the main elements of the programme material and some knowledge of the relevant literature. Shows a limited level of accuracy with little analysis of data or attempt to discuss its significance.
20- 29%	FAIL Little relevant material presented.  Unclear or unsubstantiated arguments with very poor accuracy and understanding.
0 – 19%	CLEAR FAIL Work of very poor quality containing little or no relevant information.

The minimum pass mark for each course unit for Diploma & MSc is 50%

Award of PG Diploma

The pass mark for all examinations, the dissertation and assessed coursework (assignments) is 50%. Compensation between units is not permitted. The pass mark of 50% applies to all students.

To qualify for the award of the PG Diploma, students must complete all the programme requirements with a total of 120 credits.

Word Limits for Assessed Work

Assignment Word Count (including the dissertation) In accordance with the University Policy on Marking:

Each written assignment has a word limit which you must state at the top of your first page. It is acceptable, without penalty, for you to submit an assignment within a range that is plus 10% of this limit. If you present an assignment with a word limit substantially exceeding the upper banding, the assignment will be marked but 1% will be deducted from this mark for every 100 words over the limit given.

In accordance with accepted academic practice, when submitting any written assignment for summative assessment, the notion of a word count includes the following without exception:

All titles or headings that form part of the actual text. This does not include the fly page or reference list.

All words that form the actual essay.

All words forming the titles for figures, tables and boxes, are included but this does not include boxes or tables or figures themselves. The exception to this is the Developing Deaf Child and Language Assessment essays where you are required to present some of your work in table format. The text in these tables is included in the word count.

All in-text (that is bracketed) references. All directly quoted material.

Certain assessments may require different penalties for word limits to be applied. For example, if part of the requirement for the assessment is conciseness of presentation of facts and arguments. In such cases it may be that no 10% leeway is allowed and penalties applied may be stricter than described above. In such cases the rules for word count limits and the penalties to be applied will be clearly stated in the assessment brief and in the submission details for that assessment.

For an original word limit that is 1000 words and an assignment that is marked out of 100.  If a submission is made that is 1101 words then it exceeded the 10% leeway and is more than 100 words over the original limit and should receive a 1 mark deduction.

Please use Arial and font style 12 for your work.  Also please follow the Harvard referencing style – you can find helpful information and guidance about referencing at the following link:

http://subjects.library.manchester.ac.uk/referencing-harvard

Submitting work

All work submitted must be typed or word processed.  Students must ensure work is double spaced and that there are adequate margins.  All pages should contain the student number at the top, be numbered, and any appendices should be clearly labeled and numbered using Roman numerals.

Students must ensure that the assignments follow the correct format for referencing

Some of the assignments may require students to present information relating to ‘real’ families and children. It is imperative that any information relating to a deaf child or their family is completely anonymized. Failure to do so could result in failure of the assignment or a reduced mark.  This is a serious ethical issue and is treated as such.

The majority of coursework will require online submission through Blackboard via a function called Turnitin. The deadline for submission will be 12 noon. Please note that uploading your work can take longer than expected, and you are encouraged not to leave the submission to the last minute. This deadline is strict. You can submit before the date if you wish and can go back and change your submission up until the final deadline.

Submitting an electronic copy of the work:

Log into Blackboard via the MyManchester portal https://login.manchester.ac.uk/cas/login

Click on the relevant course unit

Go to assessment folder

Upload your assignment via the Turnitin process

http://documents.manchester.ac.uk/display.aspx?DocID=13010

IMPORTANT

For Online Blackboard submissions, you MUST put your ID number first in your assignment title and save and submit your document using your ID Number e.g.’ 7123456 Curricular Access Assignment’.

 DO NOT title the work ‘Essay’ or as the title of the work. Please note that failure to follow this guideline may result in work being deleted.

 Please remember you can only upload one document so you cannot save your references/appendices as a separate document.

 If you have any problems submitting work on Turnitin please contact the elearning helpdesk on 0161 306 5544 or via elearning@manchester.ac.uk

 With prior agreement you may be able to submit hard copies of the INSET package for the Policy & Practice module. Please check with the programme team before submitting any hard copies of work. Any hard copies should be submitted to Amelia Clarke in G15 Zochonis Building.

Policy on Submission of Work for Summative Assessment on Taught Programmes:

http://www.campus.manchester.ac.uk/tlso/map/teachinglearningassessment/assessm ent/sectionb-

thepracticeofassessment/policyonsubmissionofworkforsummativeassessment/

The Use of Turnitin

The University uses electronic systems for the purposes of detecting plagiarism and other forms of academic malpractice and for marking.  Such systems include TurnitinUK, the plagiarism detection service used by the University.

As part of the formative and/or summative assessment process, you will be asked to submit electronic versions of your work to TurnitinUK and/or other electronic systems used by the University.

The School also reserves the right to submit work handed in by you for formative or summative assessment to TurnitinUK and/or other electronic systems used by the University.

Please note that when work is submitted to the relevant electronic systems, it may be copied and then stored in a database to allow appropriate checks to be made.

All typed summative assessment, including dissertations, should be submitted online and subjected to plagiarism detection software where appropriate.

Understanding Academic Malpractice

The University does not permit plagiarism or other forms of academic malpractice under any circumstances, and individuals found to have committed such an incident can expect a harsh penalty, which in some cases results in exclusion from the university. To ensure that you are fully informed about University expectations and understand your responsibilities regarding academic malpractice please ensure you have read the guidance provided by the University to students on this topic.

Guidance to students on plagiarism and other forms of academic malpractice: http://documents.manchester.ac.uk/display.aspx?DocID=2870

If you have any doubts or further questions please contact your course tutor or programme director.

As further support, the Faculty Graduate School has developed a module entitled “Understanding Academic Malpractice”. This module should be completed by all postgraduate taught students and will allow you to test your understanding of what constitutes plagiarism and academic malpractice.  The module is part of the PGT Medical and Human Sciences Graduate School Online Skills Training Resource.  You can access the resource via Blackboard.  Log in to My Manchester and click on the Blackboard tab.  The online skills training resource will be listed under the My Communities heading (below your course units). The module should be completed as soon as possible after you begin your programme but must be completed before you submit your first piece of academic writing for assessment.

Mitigating Circumstances

If a student has medical or personal circumstances which you feel may adversely affect your studies and/or your performance on the course or in examinations, you should inform Programme Administration as soon as possible via pgt_hcdh@manchester.ac.uk

You can then complete a Mitigating circumstances form, available below or from your programme administrator pgt_hcdh@manchester.ac.uk

It is your responsibility to submit this form and you must do so by the advertised deadline that applies to the period / piece of work of work you are claiming mitigating circumstances for.

Requests must be accompanied by appropriate, independent, third-party supporting or collaborative documentation, which will be subject to verification (see Mitigating Circumstances: Guidance for Students for more detail on documentation). If the information and details of the mitigating circumstances are considered to be highly confidential, students should submit these in a sealed envelope attached to the Notification of Mitigating Circumstances Form, together with the supporting documentary evidence. Mitigating Circumstances Panels should have due regard for the confidentiality of any application they receive.

Mitigating Circumstances forms and evidence must be submitted by the following deadlines:

Semester 1 assignments and Exams: 3rd February 2021

Semester 2 assignments and Exams: 5th June 2021

Semester 2 exam resits: 1st September 2021

N.B. For Dissertations: To ensure students can complete the dissertation to the best of their ability, mitigating circumstances will not normally be considered after submission. Instead, we recommend that students with mitigating circumstances request a deadline extension (with support from your supervisor or programme director).

Requests for mitigation submitted after the published date will not be considered without a credible and compelling explanation as to why the circumstances were not known, or could not have been shown, by the deadline.

Requests for mitigation must be submitted prior to the outcome of any assessment being known.

A mitigating circumstances panel meets after these dates, just prior to exam board, to discuss any requests for mitigation.  The Panel will determine whether there is substantiated evidence of circumstances eligible for mitigation. It will then decide whether the circumstances will have had or could have had an adverse effect on the student’s performance, and, if so, it will judge how significant the effect was likely to have been. If the Mitigating Circumstances Panel judges that the effect was or would have been significant, the mitigation request will be approved. Mitigation requests may be approved for a specific assessment or more general impairment over a number of assessments, or for both. If a mitigation request is approved, recommendations will be made to the Examination Board who will determine how to apply it, given the student’s assessment results.

Following exam board students will receive confirmation of the outcome of their mitigation request.

Grounds for mitigation are unforeseeable or unpreventable circumstances that could have, or did have, a significant adverse effect on the academic performance of a student. Possible mitigating circumstances include:

significant illness or injury; the death or critical/significant illness of a close family member/dependent; significant family crises or major financial problems leading to acute stress; and absence for public service g., jury service.

Circumstances that will not normally be regarded as grounds for mitigation include:

holidays, moving to a new house and events that were planned or could reasonably have been expected; assessments that are scheduled close together; misreading the timetable or misunderstanding the requirements for assessments; inadequate planning and time management;

OFSTED inspection in your normal place of work (ie not placement) failure, loss or theft of a computer or printer that prevents submission of work on time; students should back up work regularly and not leave completion so late that they cannot find another computer or printer; consequences of paid employment (except in some special cases for part-time students); exam stress or panic attacks not diagnosed as illness or supported by medical evidence; and

disruption in an examination room during an assessment which has not been recorded by the invigilators.

Extensions to Assignment Deadlines

On rare occasions students may need to request an extension to a coursework deadline and we would not expect students to wait for a mitigating circumstances panel to grant an extension. If you need to request an extension to your assignment submission deadline then you must submit an extension request form which must be accompanied by supporting evidence (medical letters, certificates or other appropriate evidence). The supporting evidence must justify the length of the requested extension.

A maximum of a 1 week extension can be granted on coursework deadlines if students have experienced unforeseen mitigating circumstances such as illness. An extension request form (with supporting evidence) should be submitted to

pgt_hcdh@manchester.ac.uk for authorization giving enough time for a response to be offered prior to the original deadline.

The extension request form is available below or can be obtained frompgt_hcdh@manchester.ac.uk

The form should then be submitted as soon as possible before the coursework deadline and should be submitted to pgt_hcdh@manchester.ac.uk or G15, Zochonis Building, Brunswick Street.

It is your responsibility to make sure the request has been received. In the event that your programme administrator is not available, we recommend that you copy in the programme directors or ring the Student Support office (0161 275 8581) and another member of the team may be able to deal with your request.

You will be notified of the outcome of your request via email as soon as possible.

Please note that an extension to a deadline is classed as mitigation. Mitigation can only be applied once to a piece of work. i.e. you cannot have a deadline extension and also apply for mitigation for poor performance due to the same circumstances.

Late submission (including the Dissertation for MSc students)

If unforeseen circumstances mean that you are unable to submit your work on time without applying for an extension previously then you must let the course unit leader and/or your Programme Director know as soon as possible. This process then falls under the standard Mitigating Circumstances procedure as detailed above. You must submit a mitigating circumstances form and supporting documentation before the appropriate deadline to explain the lateness of your submission. This will then be considered at the next Mitigating Circumstances Panel.

The work will then be assessed without regard to its lateness and you will be given a provisional mark in the usual way, so that you can have feedback about what you have done.

If you have a valid reason for the late submission, and this is documented, and the length of the delay is appropriate to the circumstances, then the provisional mark awarded will stand. Alternatively, should the Mitigating Circumstances panel feel that you do not have sufficient reason for late submission, the provisional mark will be reduced in line with the penalties below.

Work submitted after the deadline without prior approval will be subject to a late penalty in accordance with the University Policy on Submission of Work for Summative Assessment on Taught Programmes.  The penalty applied is 10% of available marks deducted per 24 hours, until the assignment is submitted or no marks remain.

The mark awarded for the piece of work will be reduced by:

10% of the available marks deducted if up to 24 hours late (1 day)

20% of the available marks deducted if up to 48 hours late (2 days)

30% of the available marks deducted if up to 72 hours late (3 days)

40% of the available marks deducted if up to 96 hours late (4 days)

50% of the available marks deducted if up to 120 hours late (5 days)

60% of the available marks deducted if up to 144 hours late (6 days)

70% of the available marks deducted if up to 168 hours late (7 days)

80% of the available marks deducted if up to 192 hours late (8 days)

90% of the available marks deducted if up to 216 hours late (9 days) A zero mark will be awarded if the piece of work is more than 9 days late.

The sliding scale does not apply to referred assessment, where late submission will automatically receive a mark of zero.

For further information see: Policy on Submission of Work for Summative Assessment on Taught Programmes

Similarly, if you are unable to attend an exam then you must submit a mitigating circumstances form and supporting evidence to explain your non-attendance.  This will then be considered at the appropriate Mitigating Circumstances Panel and following exam board.

Unauthorized absence from examinations will result in a mark of Zero being recorded for that examination

Academic Appeals

Students thinking of appealing should first discuss the matter informally with an appropriate member of staff, to better understand the reason for the result or decision.

  Students have a right of appeal against a final decision of an Examination Board, or a progress committee, or a graduate committee or equivalent body which affects their academic status or progress in the University.

  Students thinking of appealing should first discuss the matter informally with an appropriate member of staff, to better understand the reason for the result or decision.

  Should you wish to proceed to a formal appeal, this must be submitted within the timeframe outlined in the Academic Appeals Procedure to the Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail: FBMHappealsandcomplaints@manchester.ac.uk).

The Academic Appeals Procedure (Regulation XIX) and associated documents, including the form on which formal appeals should be submitted, can be found at www.regulations.manchester.ac.uk/academic

Student Complaints

  The University’s Student Complaints Procedure (Regulation XVIII) and associated documents, including a complaints form, can be found at regulations.manchester.ac.uk/academic

  University has separate procedures to address complaints of bullying, harassment, discrimination and/or victimisation – see https://www.reportandsupport.manchester.ac.uk/

  Students thinking of submitting a formal complaint should, in most instances, attempt informal resolution first (see the procedure). Formal complaints should be submitted on the relevant form to Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail: FBMHappealsandcomplaints@manchester.ac.uk).

Feedback for Assessments

The purpose of feedback is to provide constructive criticism and encouragement so that you can improve your standards as time goes on. Thus, in addition to marks we will give you written feedback on most of your assessed coursework.

Students will be notified by email once the work has been marked and feedback is available to view on Blackboard.  We will endeavor to return marked work and feedback to students 15 working days after the hand-in date.  However, occasionally there may be delays because of staff illness or other unforeseeable factors which you will be notified about if necessary.

Marks awarded for your assessments (i.e. everything which contributes to your final degree classification) are subject to moderation by the examination board and the external examiner at the June examination meeting. Consequently, all marks given to students before the final examiners’ meeting has taken place must be regarded as provisional.

All written examinations and assignments are marked anonymously; with a sample moderated internally and by the External Examiner.

To view feedback on Blackboard via Turnitin please follow these instructions:

http://documents.manchester.ac.uk/display.aspx?DocID=13011

Please note that release of grades in Turnitin on postdate may be delayed by up to 30 minutes at peak usage times.  If your grades have not appeared after 30 minutes please report this to elearning@manchester.ac.uk

Policy on Feedback to Undergraduate and Postgraduate Taught Students: http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=6518

Viewing Ratified Marks and Final Classifications

Marks awarded for your assessments (i.e. everything which contributes to your final degree classification) are subject to moderation by the examination board and the external examiner at the June examination meeting. Consequently, all marks given to students before the final examiners’ meeting has taken place must be regarded as provisional.

 Shortly after the Examination Board in June we will publish ratified results via the student self-service system in MyManchester.

 When you have graduated you may obtain a detailed official written account of all your examination results (called a transcript) from the Student Services Centre on payment of a small fee. This carries the University stamp and is recognised for such purposes as admission to a further course of study at another institution (in the UK or abroad), membership of professional bodies, exemption from sections of professional examinations and so on. If you need a transcript go to the following link http://www.studentnet.manchester.ac.uk/crucial-guide/academic-life/awardconfirmation/transcripts/

You can also obtain an electronic transcript via Edocs https://edocs.manchester.ac.uk/wallet/servlet/UserWalletApp

How to Access Your Results on the Student System

• Log into MyManchester:

https://login.manchester.ac.uk/cas/login

(If you haven’t used the University’s central computing facilities before you can sign up here)

• Go to the ‘My Services’ tab along the top and click on ‘Student System’.

* If you have problems logging in please contact 0161 306 5544 or visit the IT helpdesk http://www.itservices.manchester.ac.uk/contacts/

• In Campus Solutions, from the home page select Student Centre.
• You should then click on Grades in the scroll-down menu and click the button to the right of the menu

You will then see a list of all your course units and grades for your chosen academic year. You can change the academic year if necessary using the ‘change term’ button.

If you scroll down, under ‘term statistics’ you will be able to view your final average and classification (if applicable).

• To see individual component marks for a course choose Assignments in the drop down menu
• You will then see another list of all your courses. To view individual marks click on the title of the course.
• On the next page you will see the mark you were awarded for each assignment.

Graduation

Graduation ceremonies for PGT students are held in the Whitworth Hall in December and July.  Details are sent to students by the Student Services Centre or you can find further information here http://www.studentnet.manchester.ac.uk/crucialguide/academic-life/graduation/

 External Examiners

The MSc/PG Diploma in Deaf Education has one External Examiner who moderate the examining of units and dissertations.  Normally, External Examiners attend the Exam Board meeting at the end of Semester 2 each year.

 Role of the External Examiner

External Examiners are individuals from another institution or organization who monitor the assessment processes of the University to ensure fairness and academic standards. They ensure that assessment and examination procedures have been fairly and properly implemented and that decisions have been made after appropriate deliberation. They also ensure that standards of awards and levels of student performance are at least comparable with those in equivalent higher education institutions.

External Examiner Reports

External Examiners’ reports relating to this programme will be shared with student representatives at the PDT Meetings where details of any actions carried out by the programme team/School in response to the External Examiners’ comments will be discussed. Students should contact their student representatives if they require any further information about External Examiners’ reports or the process for considering them.

External Examiner Details

The External Examiner for this programme is TBC Position at current Institution: TBC

Please note that it is inappropriate for students to make direct contact with External Examiners under any circumstances, in particular with regards to a student’s individual performance in assessments.  Other appropriate mechanisms are available for students, including the University’s appeals or complaints procedures and the UMSU Advice Centre. In cases where a student does contact an External Examiner directly, External

Examiners have been requested not to respond to direct queries. Instead, External Examiners should report the matter to their School contact who will then contact the student to remind them of the other methods available for students. If students have any queries concerning this, they should contact their Programme Office (or equivalent).

 Attendance

Students are required to attend ALL lectures, supervisions, seminars and lab classes held in connection with the programme on which they are studying.

Attendance monitoring will take place during ALL sessions.

Students who miss more than three of these sessions will receive informal warning letters from staff in the Student Administration Office.

Absences supported by medical or other appropriate information will not normally be counted towards the assessment of unsatisfactory attendance.

Postgraduate students are also expected to sit ALL examinations and coursework tests for their degree programme and to submit ALL coursework assignments by the deadline specified.  Any absences should be supported by a Mitigating Circumstances Form and supporting evidence (see the Mitigating Circumstances section)

In the case of persistent unsatisfactory work and attendance the following action will be applied:

   After 3 recorded absences (within the same module), a formal warning letter will be sent stating the actions required to take to improve their attendance. The letter will state that unless the student complies with the actions specified, and any further absence is recorded (for the same module) a decision may be taken to refuse the student permission to take examinations or assessments, with the consequence that the student may be excluded from the programme.     If any further absence (for the same module) is recorded following the formal warning letter. Students will be required to attend a compulsory interview by a senior member of Academic staff or a senior member of the Student Administration staff.

  A final warning letter stating unless the student takes action agreed in the Interview, the student will be notified of a withdrawal date and consequently withdrawn from the University.**

  Students who are absent from a continuous period of 30 days or miss an entire end-of-semester set of examinations without good reason will be assumed to have withdrawn. Students will be notified of a withdrawal date and will be withdrawn from the University.***

  Students who achieve a weighted average of 45% or less in their first semester examinations will be required to attend a compulsory interview with a senior member of Academic staff.

**Students with approved previous experience, or AP(E)L may have agreed absence have prior

approval from programme directors to be absent from specific lectures. These absences will not be counted towards the assessment of unsatisfactory attendance.

***Students studying under a Tier 4 visa permission should note that once a withdrawal has been completed on the University’s Student System, students will be reported to the UKBA and will be required to leave the UK within 60 days of their withdrawal date.

On Campus Attendance

Distance learning students will be required to be on campus 3 times in year 1 and twice in year 2.

If you want to attend the weekend workshop in year 2 having already attended in year one you will need to pay for this. If you were unable to attend in year one, you should attend in year two and this will be paid for by the course. Please alert a tutor if, as a 2^nd year student, you want to attend the workshop.

Online Attendance

You should consider accessing e-learning material, engaging in discussion boards, completing on-line tasks and participating in teleconferences in much the same way as if you were attending a lecture or participating in a tutorial.

Student engagement with Blackboard will be monitored weekly. Students who have not engaged to a satisfactory level within a module will be classed as absent.  We would expect distance learners to begin their studies from the first week of term (i.e. the period of study commences immediately following the on campus induction) and students should be able to demonstrate weekly study comparable to what is expected of on campus learners.

E learners: we will set up a Zoom tutorial system in collaboration with you. You will be allotted to a group/date and should make every effort to attend these. If you are unable to attend and let us know we can on some occasions organize a phone tutorial but this is an exception rather than a rule.

Further information about work and attendance of students is given in Regulation XX – Work and Attendance of Students, which is available from the following website:

http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=1895

General University information on the Conduct and Discipline of Students can be found at tlso.manchester.ac.uk/appeals-

complaints/conductanddisciplineofstudents/.Faculty policies for students on Communication and Dress Code, Social Networking and Drugs & Alcohol can be found at:

http://documents.manchester.ac.uk/display.aspx?DocID=29038

(Communication and Dress Code)

http://documents.manchester.ac.uk/display.aspx?DocID=29039 (Drugs &

Alcohol)

28/02/2019 (S28/02/2019ocial Networking)

Information on Academic Malpractice and how to avoid it can be found at http://www.regulations.manchester.ac.uk/guidance-to-students-on-plagiarismand-other-forms-of-academic-malpractice/

 Student Ill-Health

The guidelines for non-attendance due to ill health must be followed as described in this handbook.  You must notify the Programme Administrator no later than the first day of absence if you are absent due to illness.

A Faculty self-certification form should be submitted to the Programme Administrator if you are absent for between 1-7 days – please below.  Thereafter, a medical note should be obtained from your GP or a hospital consultant.  This applies to on-campus and online teaching and learning activities.

All medical certificates or other documentary evidence explaining absence from tutorials, lectures and other course work must be submitted to the Programme Administrator within one week of the illness or as soon as possible due to other circumstances. A failure to submit a medical certificate or other appropriate documentation to explain absence may result in loss of any claim that mitigating circumstances be taken into consideration when academic performance is assessed.

Please see Mitigating Circumstances for more information.

 Interrupting Your Studies

Students normally study for their degree over a period of one year (or two consecutive years part-time). However, the University recognises that it is sometimes necessary, in unfortunate circumstances, for people to interrupt their attendance. The regulations refer to this as “interruption”.

If approved, interruption would normally be granted for a period of 12 months. Thus, a student would leave the University on a certain date and resume their studies on the anniversary of that date. Shorter periods of interruption are possible, but since they inevitably involve repeating some of the programme it is unusual for the University to allow them.

A student who wishes to interrupt has to submit an Interruption Application Form; this should be after having an informal discussion with your programme director.

Wellbeing of Students

Student Support Officer

The Student Support Officer provides advice and guidance to students and staff in the school. Student Support offer assistance which complements and underpins the support provided by academic departments and can work with you to explore what options are available to you within the School and the wider University.

Student Support can talk through with you issues such as interrupting your studies and progression, financial issues, the submission of details of mitigating circumstances, work and attendance problems and any personal concerns that are affecting your ability to study and engage fully with your course. It is important to point out that Student Support is not a counselling service; it is a practical problem solving service.

You can come to the Student Support Office in Room G15 Zochonis at the following times:

Monday – Thursday 09.00–16.30

Alternatively, or outside of office hours, you can call 0161 275 7332 or email

Ryan.Hurst-2@manchester.ac.uk

Student Services Centre

The Student Services Centre (SSC) at the University is a central point for information and advice for all students, both home and overseas.

The SSC provides a wide range of services including those related to:

Immigration

Examinations

Certificates

Transcripts

Sources of funding

Fee payment

Registration and student cards

Tel: +44 (0)161 275 5000

Email: ssc@manchester.ac.uk

Location: Burlington Street, Oxford Road campus, building no. 57 on the campus map.

Web page: http://www.manchester.ac.uk/international/support/studentservices/

Disability Advisory and Support Services

The University of Manchester welcomes students with a disability or specific learning difficulties. The University has a Disability Advisory and Support Service, who can supply further information, and staff will be pleased to meet you, by prior arrangement, to discuss your needs. Staff will liaise with your School to make the necessary arrangements for your support during your time in Manchester. The office can also provide a copy of the University’s Disability Statement, ‘Opportunities for Students with Additional Support Needs at the University of Manchester’ which sets out the policy and provision for students with a disability.

The Disability Advisory and Support Service is located on the 2nd Floor of University Place, Block 2.

E-mail: disability@manchester.ac.uk

Phone 0161 275 7512/8518; Text 07899 658 790; Minicom 0161 275 2794;

Fax: 0161 275 7018; Website: www.manchester.ac.uk/disability

In addition, the School has a Disability Support Officer, Ryan Hurst who co-ordinates support arrangements for all students. Ryan is available to discuss support needs with individual students. His contact details are 0161 275 7332; email: Ryan.Hurst2@manchester.ac.uk

Academic Tutorial Writing Service

Full information on how to access the service is available at:

www.manchester.ac.uk/my-learning-essentials

Student Guidance Service

The Student Guidance Service is a student-centered service open to all Undergraduates and Postgraduates, from all departments across the whole University. The service provides confidential advice on any academic matter, from information regarding course transfers, for example, to referrals for study skills courses, or guidance in Appeals procedures or advice on complex issues where a student’s work is being affected in any way.

http://www.campus.manchester.ac.uk/academicadvisoryservice/

Counselling Service

The counselling service is available for all students. It is free and consists of a team of professional counsellors. The service provides confidential counselling for anyone who wants help with personal problems affecting their work or well-being.

The service is open 9.00am to 5.00pm Monday to Friday all year round except public holidays.

http://www.studentnet.manchester.ac.uk/counselling/

Occupational Health

Occupational Health is a specialised area of medicine concerned with the way in which an individual’s health can affect his or her ability to do a job and to study and conversely how the work environment can affect an individual’s health. Their aim is to promote the physical, mental and social well-being of students and to reduce the incidence of ill-health arising from exposure to work place hazards. http://www.campus.manchester.ac.uk/healthandsafety/studentOH

Students Union Advice Centre

The Students Union has advisers who can help with any matter ranging from finances to housing and beyond. On the South Campus, the Advice Centre is on the first floor in the Student Union Building, and is open Monday to Friday, 9.30am to 4.30pm, term time and vacation. There is no need to make an appointment. Their email address is advice.umsu@manchester.ac.uk

University Careers Service

As a postgraduate the demands on your time can seem overwhelming. The University careers service can make your life easier by offering a range of services designed to help you. Advice and support for Postgraduates include:

Where to find us: the careers service has three offices on campus and you are welcome to use whichever office is convenient.

Central – a large centre offering a full range of services (open 9-5 Monday-Friday,

Crawford House, Booth Street East Tel: 275 2829)

Metro – located on campus north and offers full guidance facilities (open 9-5 Monday-

Friday, C Floor Renold Building, Sackville Street Tel: 306 4330)

Express – ideal for quick queries and help with applications (open 9-5 Monday-Friday (term time only), Staffed Daily 12-2 Ground Floor, Students Union, Oxford Rd) http://www.careers.manchester.ac.uk/

International Students

Overseas students may wish to join the University’s International Society which offers a social programme for overseas students and their families. The Society is situatedin the Students Union , email int.soc@manchester.ac.uk, website http://orgs.man.ac.uk/intsoc/

Membership if free for International MSc Audiology students (contact Rachael Barker in the first instance)

International Student Census

The University operates attendance monitoring census points within the academic year in order to confirm the attendance of students holding a Tier 4 Student Visa. This is to ensure the University meets the UKVI statutory requirements as a sponsor of Tier 4 students and its responsibilities in accordance with its Highly Trusted Sponsor status.

If you are a Tier 4 visa holder, you must attend these census points, in addition to complying with your programme’s attendance requirements. You will receive an e-mail from your Programme Administrator to confirm when and where you should go to have your attendance confirmed. You must check your University e-mail account regularly. Failure to check your e-mail account is not a valid reason to be absent from a census point.

What if a Tier 4 student cannot attend a census point?

If you cannot attend in person due to a valid reason which includes: illness; study placement; field studies; on year abroad; research work; or any other reason connected to your programme of study, you must email your Programme Administrator to inform us of your absence and your inability to attend in person. In the case of illness, you must provide a copy of a medical certificate. If you are in this position you should report in person to the School as soon as possible after you return to campus.

Students who are recorded as interrupting their studies are not expected to attend during their period of interruption.

What happens if a student does not attend a census point?

The School must be able to confirm your presence to the UKVI by the end of each census point in the academic year. If you do not attend a census point when required by your School and you do not provide a valid explanation for your absence you will be deemed to be “not in attendance”.

Those students identified as “not in attendance” will be reported to the UKVI and the University will cease to sponsor the student’s Tier 4 visa. The Tier 4 visa will then be curtailed and the student must leave the UK within 60 days.

Further information

For more information on Tier 4 visas: https://www.gov.uk/tier-4-general-visa

If you have any concerns about the attendance monitoring census points, or your Tier 4 visa status, please contact visa@manchester.ac.uk

Healthy and Safety

Accident

In case of accidents seek help at the Porters lodge or any departmental office.  In the case of minor injuries, first-aid boxes are held in each building. In serious cases help may be summoned by phoning Student Health (275) 2858 or the Emergency Services

(9) 999.  Please be sure to complete an accident form.

Health

If you are under medication or treatment that may affect your work or attendance you must inform the Graduate Administrator (Tel: 0161 275 8581, E-mail: david.parry@manchester.ac.uk  who will take details in confidence.

Student Representatives

Election of a Student Rep

At the start of the academic year students will be asked to select one or two individuals to represent their interests to the MSc Programme Development Team (PDT). The student representatives will be required to attend some compulsory training, attend all MSc PDT meetings throughout the year and also attend the External Examiner meeting in June.

 Student Representation on the Programme Development Team (PDT)

Issues affecting more than one student should be brought to the attention of the Programme Development Team (PDT) which monitors the MSc/Dip Programme, via the Student Representatives.  The PDT meets at least twice each semester and welcomes all feedback from students about the programme. Wherever possible this feedback is taken on board to develop and improve the programme. Feedback, and action taken by the Team, will be disseminated to students via the representatives. Student reps also help with the practical skills practice rooms on the ground floor.

Student Representation, Feedback, and Programme Development

The student experience is an important source of information to help guide change and improvement in the programme. It is therefore essential that students are aware  of both routes by which their views may be passed to the programme team and of the ways in which they are made aware of any consequent discussions and changes.

How students can pass comments to the programme team:

End of semester course unit questionnaires

Individual or collective (via student rep) approach to course unit tutors

Individual approach or collective (via student rep) to Programme Director

Individual approach or collective (via student rep) to Personal Tutor

Student rep membership of the Programme Development Committee (meeting at least once per semester, at least four times per year)

The annual meeting with the Programme’s external examiner(s) Tutorials, e.g. clinic placement feedback meetings

How students are informed of consequent discussions or changes:

Verbal report from Unit tutor, personal tutor, or Programme Director

Verbal report from student reps

Documented changes to subsequent programme handbooks

Programme Development Committee minutes, via student reps

Feedback from Students

At the end of each year we ask students to complete feedback on modules and each of the aspects of the course anonymously. The questionnaires are completed via Blackboard and the information gathered is used to guide the development of the course.

Outcome of Previous Student Feedback

Students felt that having Curricular Access in the first semester would be helpful, this means that Developing Deaf Child will now be in Semester 2. Students felt that having Audiology in the morning sessions would be more helpful so wherever this is possible this has been timetabled to a morning session. WOWs were recognised as very useful and an important aspect of the course, but students had failed to use these as part of the programme and requested they were highlighted to new students. Students recognised the importance of positive feedback and requested that wherever possible this preceded any feedback which was negative. This has been shared with all supervisors and tutors as recommended practice.

Roles and Responsibilities of Supervisors

The responsibilities of Supervisors include:

a) giving guidance about the nature of research and the standard expected, the planning of the research programme, literature and sources, attendance at taught classes where, appropriate and about requisite techniques (including arranging for instruction where necessary);

 

b) maintaining contact through regular meetings (the frequency of meetings being appropriate to the research being undertaken and agreed in advance);

c) being accessible to the student at other appropriate times for advice and responding to difficulties raised by the student;

d) giving detailed advice on the necessary completion dates of successive stages of the work so that the thesis may be submitted within the agreed timescale;

e) requesting written work or reports as appropriate and returning written material with constructive criticism and in reasonable time;

f) ensuring that for degrees where an oral examination is required the student is adequately prepared by arranging for the student to present his or her work to staff and graduate seminars.

g) ensuring that the student is made aware when progress is not satisfactory and facilitating improvement with advice and guidance;

h) establishing at an early stage the Supervisor’s responsibilities in relation to the student’s written work, including the nature of the guidance and comments to be offered as the work proceeds and on the draft of the thesis before it is submitted. It must be made clear to the student that research for a higher degree is undertaken within the general principle that a thesis must be the student’s own work;

i) ensuring that at the end of each year of the course the student produces a research report, to which the Supervisor should add comments on progress. The Supervisor’s comments on progress should be signed by the student to confirm that they have been seen, before the annotated report is submitted by the

Supervisor to the appropriate Supervisory body in accordance with established Graduate School procedures;

j) making students aware of other researchers and research work in the department and Graduate School;

k) encouraging the student to publish the research;

l) providing pastoral support and advising students, where appropriate, of

University support services;

m) bringing to the attention of the students the health and safety regulations and academic rules, regulations and codes of practice of the University. More detailed guidance on Health and Safety is available in the University’s Health and Safety Policy Notice UMHSP 33, available from Health and Safety Services, which interprets and applies the CVCP Note of Guidance N/93/111, “Health and Safety Responsibilities of Supervisors towards Graduate and Undergraduate students”. Guidance on specific situations is available from the staff of Health and Safety Services.

n) to recommend examiners for the student’s thesis after discussion with the student to ensure that the proposed examiners have not had a significant input into the project, a significant personal, financial or professional relationship with the student, or that there is not other good reason to doubt the suitability of the recommendation

Roles and Responsibilities of the Student

The responsibilities of the student include:

a) pursuing the programme with a positive commitment, taking full advantage of the resources and facilities offered by the academic environment and, in particular, contact with the Supervisor, other staff and research students;

b) discussing with the Supervisor the type of guidance and comment believed to be most helpful, and agreeing a schedule of meetings;

c) ensuring that he/she is aware of the health and safety regulations and academic rules and regulations and codes of practice of the University;

d) successfully completing any training programme arranged within the prescribed time period;

e) taking the initiative in raising problems or difficulties, however elementary they may seem, bearing in mind that prompt discussion and resolution of problems can prevent difficulties and disagreements at a later stage;

f) maintaining the progress of the work in accordance with the stages agreed with the Supervisor, including in particular the presentation of written material as required, in sufficient time to allow for comments and discussion before proceeding to the next stage. Where possible, students will be given details of the work programme for the academic year at the beginning of the year;

g) providing at the end of each year a report on progress to the Supervisor for submission to the appropriate Supervisory body in accordance with established Graduate School procedures. The report at the end of the first year will normally be a substantial piece of work in accordance with Graduate School procedures. Reports at the ends of subsequent years, occurring before the completion of the thesis, should adequately describe the progress made during the preceding year. If industrial research contract reports are being written on a regular basis, the Supervisor might judge these to be a satisfactory alternative to progress reports

h) agreeing with the Supervisor the amount of time to be devoted to the research and the timing and duration of holiday periods;

i) deciding when to submit the thesis. The student should take due account of the Supervisor’s opinion but must recognize that it is only Advisory. The student must ensure that appropriate notice of intent to submit a thesis is given, in accordance with the published University procedures;

1. checking the completeness and accuracy of the text of the thesis submitted; failure to check the thesis carefully may result in the thesis being failed or cause a delay in the award of a degree.
2. to disclose, in discussion with Supervisors concerning potential examiners for the thesis, any information that could significantly affect the suitability of the proposed examiner (s). Such information may concern a significant input from the examiner(s) into the project or a significant personal, financial or professional relationship they may have had, with the student.

Facilities for students

Please note that these facilities are subject to change according to demand. If a facility is required for a specific purpose it is advisable to check availability in advance.

Library facilities

The University of Manchester Library provides you with the resources and support you need throughout your Psychology programme. The Main Library houses all of the essential text books whilst the Alan Gilbert Learning Commons provides a 24/7 learning environment in addition to study skills workshops. The Library also has an extensive collection of eBooks, databases and journals available online.

The My Library tab in My Manchester has quick links to all of the Library’s resources and services available to students.

Getting Started

You will need your student card to access all library sites around campus. Many of our services and resources also require you to confirm that you are a registered student.

This authentication can be your student card, the ID number on the card, your Library PIN, the central username and password you use to log on, or a combination of these.

There is a library guide for Psychology students giving all of the latest information on resources and learning and research services available. This is a good starting point if you are looking for any library resources or information related to your course.

Each course module in Blackboard includes an online reading list, so you can quickly check availability and directly access e-books, digitised chapters and e-journals or articles.

The Main Library

The Main Library holds the principal collection of Psychological Sciences books and journals. Psychology textbooks are located on Floor 2 of the Blue Area, together with books in other related subjects. Psychology journals held in print are on Floor 1 of the Green Area in the Clinical Sciences sequence; further relevant periodicals are shelved in other areas of the Main Library. The library search facility will let you know what items are available and where to find them, including eBooks and online journals.

The Main Library offers group study rooms, individual study space options and computer clusters. Wi-Fi is available throughout the building and a cafe lounge can be found on the ground floor. The Library has long opening hours and extends these during exam periods. Please check Locations and Opening Hours for full details on opening hours and facilities.

The Alan Gilbert Learning Commons

The Alan Gilbert Learning Commons is a state-of-the-art learning environment with 24/7 opening hours throughout term-time. The Learning Commons has flexible open learning spaces with multimedia facilities, computer clusters and 30 bookable group study rooms with whiteboards and media screens.

There is a series of training workshops covering a variety of academic and transferable skills hosted in the training room at the Learning Commons.  These workshops include training on revision/study skills, note-taking and other topics and have been developed by Learning Commons staff in partnership with other teams across the University.  Full details of training sessions are available at www.manchester.ac.uk/my-learning-essentials

Information and Facilities for Students

 School Facilities

Division of Human Communication Development and Hearing resource centre

Located in room B2.11 there is a resource centre devoted to deaf education and speech and language therapy, with computer access. This study room is key coded; drinks and food are not permitted. All materials should be replaced appropriately. No materials should be removed from this room unless permission has been given by a tutor. Examples of test materials and resources are kept in a secure base. Access will be provided via course tutors. All materials will be signed out. Loss or damage will require full replacement costs to be covered

 Photocopiers

In the Ellen Wilkinson Building there is a photocopier in the Faculty Library, room C4.25.  Elsewhere in the University there are photocopiers in JRULM and the Students Union Building.

Prayer facilities

There is a prayer room which can be found on the 6 ^th floor of the Ellen Wilkinson Devas Street Building, room A6.19

Computing facilities

Deaf Education and SaLT resource room B2.11 Ellen Wilkinson Building

Room B3.5

Ellen Wilkinson Building

Open 9.00am – 5.00pm Monday to Friday

Or

Computer cluster

Coupland 1 Building

Open 9.00am – 5.00pm, Monday to Friday

The Division has its own Computer Support Unit, which is responsible for services in the Ellen Wilkinson Building.  There are five computer rooms in total; C2.19, B3.1, B3.3, B2.2 and B3.17. After you have registered and received your library card you can access these computer facilities using a self-registration system on the PCs in these rooms.

The School of Health Sciences also has computing support available in the Coupland 1 and Zochonis Building.

SECTION B : Dissertation Information

HCDI60311 – Dissertation

Dissertation Introduction

What is a dissertation?

This is a piece of detailed writing that further develops a student’s knowledge and expertise in their area of study. It involves examining a topic /question in depth and requires evidence of the ability to undertake sustained critical analysis. It provides students with the opportunity to demonstrate their research/project skills and to produce an important piece of written work.

At M level the dissertation needs to clearly demonstrate that the student can understand how existing evidence /information relate to a specific question and how their own work adds to this. Such study requires independent thinking coupled with an ability to critique one’s own work. Students should be aware of the implications of their work and be able to defend the findings presented in the dissertation.

Students registering for the MSc Deaf Education

All students registering for the PG Diploma in Deaf Education are eligible to apply for the MSc Deaf Education. This requires successful completion of all the PG Dip DE course units and is then available as an add-on component.

We have a range of styles of project and dissertation to suit the varying needs of learners.  The range of styles reflects the fact that some learners may have the opportunity to collect primary data and some may not   Full ethical approval is usually required from the University and other regulatory bodies in the case of data collection.  

The following dissertation options are available:

• A project which collects and reports qualitative or quantitative data
• Research grant proposal
• Quantitative research report using existing data
• A systematic review
• An Educational report/needs assessment [this would usually be at a strategic/regional level].
• A qualitative study –a metasynthesis, qualitative study using available data, a theoretical review, a policy or discourse analysis

How should I choose a topic?

Students will be given a list of research projects with associated supervisors. In some circumstances, students may be able to generate their own project idea, however this must be approved by the programme team. A workshop will be organized to promote thought and discussion in this area. Students will be asked to register interest in a project (first and second choice) which will be considered by the supervisory team. Students will be notified of the outcome within 15 working days.  During the workshop students will be asked to consider the following:

Your dissertation is not an attempt at solving the problems of the world or all those in deaf education.

A good dissertation is one that examines a tightly structured problem/research question, is clearly focused and takes a critical approach with a relevant methodology /structure.  You might have lots of reasons to be passionate about a particular topic/problem but will need to convey the importance of this to the reader. You will need to make appropriate use of previous work relating to the problem being studied but taking a critical aspect. Deaf Education is a pragmatic discipline so dissertations can include discussion of the relevance of your findings, the ‘so what’ factor and what changes and recommendations you think would increase further knowledge and improve a population’s educational experience or a specific group’s experience [deaf children, parents/families of deaf children, Teachers of the Deaf, Deaf adults etc..]. 

Dissertation Proposal

Once you have been allocated a study, students will need to submit their study proposal to the appropriate supervisor for that project. Guidance for this can be found on Black Board. Your proposal will be assessed by the Dissertation Committee. If it is satisfactory you will be allowed to proceed with the project. If it is unsatisfactory you will be provided with detailed feedback/required changes before resubmitting.

A number of factors will be considered when reviewing your proposal. These include:

• Demonstration of an academic approach
• Your general understanding of the topic at this stage
• The suitability of the chosen research method and study design
• The ability of your proposal to demonstrate your understanding of critical research methods
• The scope and time scales of the study

There is evidence that students who have done some initial groundwork and considered the above list carefully are more likely to produce a successful dissertation.

Introduction to Dissertation Supervision

Here some of the key roles for student and supervisor are outlined. Supervision needs to be flexible to help meet the needs of the student and to account for the other roles of your supervisor. Therefore, different supervisors may do things in different ways. This usually works out to the advantage of the student. It is important that supervisors and students clarify ways of working, in particular, methods of communication, at the start.

What is supervision?

At a postgraduate level, a dissertation supervisor aims to guide you or point you in the right directions. Supervisors are not expected, nor should they be doing work directly on your dissertation. A supervisor helps you plan your dissertation and to guide you through a period of learning associated with the topic area. They aim to help you complete a dissertation to the standard that you are capable of. Supervisors are not always ‘experts’ in the topic of your dissertation but have experience of research and dissertation writing and support, usually in related areas. Supervisors are not expected to do statistical analysis, proof reading, or reference checking!

At a postgraduate level, a key to learning is to be able to identify one’s own learning and support needs. Therefore, students are encouraged to discuss these with their supervisor. The supervisor can then work to meet those needs directly or suggest someone else for you to contact, or other ways of meeting your needs. This can include self-directed learning, reference to particular textbooks, or a suggestion to contact a topic expert. Further support materials can be found on the research design unit in Blackboard

Supervision

All students will be allocated a dissertation supervisor. We will pair students with supervisors who have specific experience or interest in the chosen area to guide you through the dissertation process. Students do have to be mindful that the supervisor’s role is limited and the dissertation must be the student’s own work. Some students may also have a local project supervisor who may be their line manager, to assist with day to day queries about their work and project management. Supervisors are not responsible in any way for the final work that a student submits.

It is important that you have regular contact with your supervisor. It is important you discuss any concerns you may have about your dissertation, the progress of your work and the support you require.

Keeping track

Students and supervisors complete interim monitoring reports every three months from the supervisor been allocated. The form is downloaded from Blackboard and completed jointly between the student and supervisor, before returning to PGT_HCDH@manchester.ac.uk

The University allocates around ten to twelve hours of supervision to each student. At first, this might not seem enough, but is usually sufficient to meet the needs of most students. Communicating electronically certainly makes efficient use of time as does highlighting any problems or concerns in advance.

Good ideas

• Send your supervisor an email to introduce yourself, with a copy of your approved dissertation proposal, a time plan, and any immediate concerns / support needs;
• Confirm how often to contact your supervisor and how;
• Be clear about how your supervisor prefers to work and to make most efficient use of their time;
• When sending supervisors work to comment on, identify any specific queries or questions you might have;
• Do clarify with your supervisor how much time they need to comment on substantive pieces of work;
• Do let your supervisor know of any personal circumstances that are or are likely to interfere with your progress;
• Do mention any concerns you have about the supervision process with your supervisor. 

Not such good ideas

• Don’t send your supervisor constant emails about relatively minor things;
• Don’t expect your supervisor to respond immediately;
• Don’t expect your supervisor to know the answer to everything – their role is to guide and support you – but remember that it is YOUR project;
• Don’t expect your supervisor to edit your dissertation;
• Don’t ignore your supervisor’s advice without at least discussing it with them. It’s possible you do not want to do everything your supervisor might suggest, but it is helpful for you both to acknowledge your reasons for this.
• Don’t expect to keep your supervisor if you do not contact them for many months or you go past the completion date without having had this agreed in advance.

What do you do if you have concerns about your supervision?

Most students have a positive experience of working with their supervisor. It is uncommon for significant problems to arise. If students and supervisors are clear about their roles and responsibilities from the beginning, then this can usually be avoided. Similarly, it is important that you raise any concerns with your supervisor before they develop into a bigger problem.

If you do have any concerns about your supervision which have not been addressed adequately by your supervisor then you need to contact the Course Leader Dr Helen Chilton.

Roles and Responsibilities of Supervisors

The responsibilities of Supervisors include:

a) giving guidance about the nature of research and the standard expected, the planning of the research programme, literature and sources, attendance at taught classes where, appropriate and about requisite techniques (including arranging for instruction where necessary);

b) maintaining contact through regular meetings (the frequency of meetings being appropriate to the research being undertaken and agreed in advance);

c) being accessible to the student at other appropriate times for advice and responding to difficulties raised by the student;

d) giving detailed advice on the necessary completion dates of successive stages of the work so that the thesis may be submitted within the agreed timescale; the supervisor needs a minimum of 3 weeks before planned submission to be able to feedback on any final drafts

e) requesting written work or reports as appropriate and returning written material with constructive criticism and in reasonable time;

f) ensuring that for degrees where an oral examination is required the student is adequately prepared by arranging for the student to present his or her work to staff and graduate

g) ensuring that the student is made aware when progress is not satisfactory and facilitating improvement with advice and guidance;

h) establishing at an early stage the Supervisor’s responsibility in relation to the student’s written work, including the nature of the guidance and comments to be offered as the work     proceeds and on the draft of the thesis before it is submitted. It must be made clear to the        student that research for a higher degree is undertaken within the general principle that a thesis must be the student’s own work;

i) ensuring that at the end of each year of the course the student produces a research report, to which the Supervisor should add comments on progress. The Supervisor’s comments on   progress should be signed by the student to confirm that they have been seen, before the    annotated report is submitted by the Supervisor to the appropriate Supervisory body in accordance with established Graduate School procedures;

j) making students aware of other researchers and research work in the department and Graduate School;

k) encouraging the student to publish the research;

l) providing pastoral support and advising students, where appropriate, of University support services;

m) bringing to the attention of the students the health and safety regulations and academic rules, regulations and codes of practice of the University. More detailed guidance on Health and Safety is available in the University’s Health and Safety Policy Notice UMHSP 33, available from         Health and Safety Services, which interprets and applies the CVCP Note of Guidance N/93/111,   “Health and Safety Responsibilities of Supervisors towards Graduate and Undergraduate         students”. Guidance on specific situations is available from the staff of Health and Safety        

n) to recommend examiners for the student’s thesis after discussion with the student to ensure that the proposed examiners have not had a significant input into the project, a significant       personal, financial or professional relationship with the student, or that there is no other good     reason to doubt the suitability of the recommendation

The responsibilities of the student include:

a) pursuing the programme with a positive commitment, taking full advantage of the resources and facilities offered by the academic environment and, in particular, contact with the Supervisor, other staff and research students;

b) discussing with the Supervisor the type of guidance and comment believed to be most helpful, and agreeing a schedule of meetings; providing brief minutes of the meeting to the supervisor afterwards

c) ensuring that he/she is aware of the health and safety regulations and academic rules and regulations and codes of practice of the University;

d) successfully completing any training programme arranged within the prescribed time period;

e) taking the initiative in raising problems or difficulties, however elementary they may seem, bearing in mind that prompt discussion and resolution of problems can prevent difficulties and disagreements at a later stage;

f) maintaining the progress of the work in accordance with the stages agreed with the Supervisor, including, in particular, the presentation of written material as required, in sufficient time to allow for comments and discussion before proceeding to the next stage. Where possible, students will be given details of the work programme for the academic year at the beginning of the year;

Recording progress

It is good practice to keep a dissertation diary, or at least a record of your progress and a record of feedback from your supervisor. This can also help us if we need to find you another supervisor mid-way through your work, in case of sickness for example.  Students will be expected to keep track of their own progress and to initiate contact/support from their supervisor.

Presenting your dissertation

Information on dissertation regulations, including methods of presentation, is available on Blackboard.

Make sure you read this information carefully. Dissertations will not be accepted if these guidelines are not followed to the letter and may mean you have to pay again to have it rebound.

Referencing

Correct referencing throughout your dissertation is an important part of your academic work and is considered by the examiners. A number of computer programmes are available to help with this though this is not essential. Referencing can be produced in Word for example, or manual systems can be used to help along the way. Do not leave your referencing until after you have written your dissertation as it can take a lot longer to complete retrospectively than one might think!

On this course we prefer students to use the Harvard referencing system, reflecting much of the social sciences:

http://www.library.manchester.ac.uk/academicsupport/referencing/

Submitting Your Dissertation

Electronic submission of dissertations

You must submit an electronic copy via Turnitin on the dissertation Blackboard space by the submission deadline https://login.manchester.ac.uk/cas/login

Understanding Academic Malpractice

All dissertations for the MSc will all be routinely screened for plagiarism.  The University does not permit plagiarism or other forms of academic malpractice under any circumstances, and individuals found to have committed such an incident can expect a harsh penalty, which in some cases results in exclusion from the university. To ensure that you are fully informed about University expectations and understand your responsibilities with regard to academic malpractice please ensure you have read the guidance provided by the University to students on this topic.

Guidance to students on plagiarism and other forms of academic malpractice:

http://documents.manchester.ac.uk/display.aspx?DocID=2870

If you have any doubts or further questions please contact your course tutor or Programme Director.

Unit Specification

Course Unit     HCDI 60311 

Course unit title	Dissertation
Credit Rating:	60
Level:	Postgraduate

Tutors:             Dr Helen Chilton , Lindsey Jones

Pre-requisites:   Qualified Teacher Status/QTLS / PG Diploma in Deaf Education (or appropriate progress depending on the mode of study)

Aims:

To allow students to conduct an independent piece of research on a specific topic

To produce a written report of the research in the form of a thesis

 Learning Outcomes:

 By the end of the course unit students will:

Produce a thorough critique of the relevant literature

Formulate a sensible, coherent research question, which can be realistically addressed in the dissertation timescale

Formulate and use a methodology, or methodologies, appropriate for the research question

Examine and evaluate the research data using appropriate statistical analysis tools

Appraise the study and produce a thesis adhering to the MSc guidelines

Key Transferable Skills:

Written communication whilst on placement, to monitor assess and promote effective audiological management

Oral communication, giving both formal and informal presentations

Interpersonal skills, advocating for optimum practice whilst on placement

Initiative, seeking help as necessary on campus and on placement

Self-regulatory skills in taking opportunities to gain extra experience whilst balancing other demands of the course

Teaching and learning methods:

Students will have at least six meetings with the dissertation supervisor over the year, to discuss the aims and objectives of the study, to enable the student to arrive at a final design, and to facilitate the conducting and writing up of the research. Such meetings may be in person, by phone or via Skype or similar electric platform. Supervisors will give general advice and help with analysis when necessary, and will provide feedback on one draft version of the final dissertation.

When checking the length of your work you should remember that the following do not count towards the total:

1. Names in brackets (e.g. Savel, 1991) which relate to references in the reference list;
2. The reference list itself;
3. Words which form the title or other legend on a graph or chart;
4. Material in an appendix (e.g. to a practical report) which is not presented as part of the assessment.

Otherwise the rule is: if you expect us to read it, it counts!

While 12,000 is an UPPER limit on the length of the dissertation, there is no lower limit, we interpret the 10,000 words lower limit as guidance.  Students should be aware that the dissertation forms a substantial piece of work and should constitute more than would be typical of a journal article.  The literature review should be thorough and will generally include more information than you might find in a journal article on the same topic.  However, we recognize that different types of projects have different requirements in terms of the amount of information needed in method sections and results sections, and some may lend themselves to longer discussions of results than others.  You should therefore seek guidance from your supervisors who are experts in your field of research.  As your supervisor will also be one of the two markers for your dissertation, they are the best people to consult.  In practice, the 10,000 lower limit is likely to be appropriate for most people, but this may not be true of all projects.

Assessment

Note both sections must be passed to complete this course unit

Assessment activity	Length required	Weighting within unit
Research Methods	NA	Not Assessed

Dissertation           NA                  100%

All references and reading materials as well as links to other resources are on line and available through Reading lists online

Course Unit Learning Outcomes

 Course Unit Content

 Students can generate their own project ideas but a list of projects is available from programme team which you are able to select. An MSc workshop will be organized in October of the first year to promote thought and discussion around your project. It is useful to discuss your ideas with colleagues and to get a variety of views to help to focus on a specific area. When choosing a project it might be helpful to think about the following:

Your dissertation is not an attempt at solving the problems of the world or all those in deaf education

A good dissertation is one that examines a tightly structured problem/research question, is clearly focused and takes a critical approach with a relevant methodology /structure

You might have lots of reasons to be passionate about a particular topic/problem , but will need to convey the importance of this to the reader

You will need to make appropriate use of previous work relating to the problem being studied but taking a critical aspect

Deaf Education is a pragmatic discipline so dissertations can include discussion of the relevance of your findings, the ‘so what’ factor and what changes and recommendations you think would increase further knowledge and improve a population’s educational experience or a specific group’s experience [deaf children, parents/families of deaf children, Teachers of the Deaf, Deaf adults etc..].

  You will be expected to show how your work is relevant to the field of deaf education.

If your study requires you to data collect you will need ethical approval from the University

 

Dissertation Options

The following pages contain a breakdown of the individual dissertation options for students registered for the MSc Deaf Education.

1. Grant Proposal

This option is likely to appeal to students who have identified the need for a particular area of research or those keen to develop a research project after completing their masters. It will also be helpful for students looking to start a more research intense course of study in the future.

The research grant proposal for the MSc dissertation will reflect some of the main sections of a research grant proposal, such as that used by the Medical Research Council (MRC) or the Economic & Social Research Council (ESRC). Remember that you will be assessed against the marking framework included in the ‘Additional information’ section at the end of this guidance document. Therefore your dissertation will need to contain appropriate critical appraisal and reflective thinking at appropriate sections in the dissertation.

We suggest that you structure your research proposal using the following sections.

Title: Think of an informative but catchy title. Be concise. An effective title not only piques the reader’s interest, but also predisposes them favourably towards the proposal. Literature review (5000 words): Please read the information included in the data collection guidance Lay abstract (300 words): This is a brief summary of your research proposal. It should include: 1.    The background and rationale for the research 2.    The aims of the project and hypotheses (if any) 3.    An outline of the research methods, including the design, procedures, the participant sample and any instruments that will be used. 4.    What is the predicted longer term impact of your findings i.e. how your target population will benefit from the research.  This needs to be written in simple-terms so that it can be understood by a non-scientist/non-clinician. Introduction (1000 words): The main purpose of the introduction is to provide the necessary background or context for your research problem. This is not the same as just summarising your literature review. The aim is to use the relevant studies from your literature review to frame your research question so that its importance is clear and interesting. Specifically, your introduction should address these questions: ·      Why does this particular research need to be done? e.g. why the research is important and timely ·      What gaps in knowledge does the research seek to address? ·      How might it lead to an improvement in a particular setting/context/population? e.g. how this research will benefit a particular patient/participant group and in what timescale the benefit will occur. You could consider using the following subheadings to structure your introduction: 1.    Research problem –  What is the purpose of your study (in a couple of sentences) 2.    Background – Provide the context and set the stage for your research question in such a way as to show its necessity and importance. Essentially, why is more research needed in this area? 3.    Research question – What is it that you want to find out by doing the research e.g. what is the efficacy of using drug X for curing hearing loss? 4.    Outcome measures – Identify the key independent variables (i.e. the things that you will change/manipulate such as a new drug, intervention, therapy etc.) and the dependent variables (i.e. the measurable outcomes such as improvement in hearing abilities, cognitive skills, work productivity etc.) of your experiment. Alternatively, specify the phenomenon you want to study. 5.    Hypotheses – State your hypothesis or theory, if any. For exploratory or phenomenological research, you may not have any hypotheses. Aims (200 words): This is restating what the purpose of your research is and what you hope to achieve/what are the potential long-term benefits for your target population. Methods (1500 words): The detailed study design must be directly related to your stated aims and capable of answering the proposed research question. Whilst you are not asked to go on and do the actual study, the proposal must be related to current circumstances and existing evidence; it must be a study design that could actually be carried out in practice. You will give a clear rationale for the particular elements of the research project, using appropriate references to support specific parts of your study design. NB. If you have already completed an ethics application via the University’s ERM online system, you can download this and include as an appendix to answer sections 2 to 7 below if you would prefer. Please refer the reader to the appropriate appendix under each of the subheadings. 1.    Study rationale Briefly describe the major issues to be addressed by your research and indicate why your research is worth doing. If relevant, also state why the research is timely given a particular context/situation e.g. switching to online testing due to social distancing guidelines. 2.    Data collection Give an overview of the design and study procedure (stimuli, responses, conditions manipulated, etc.) such that the study could be replicated by someone else using this description. It should be clear exactly what will happen to research participants, how many times, in what order, for what length of time, where the research will be conducted, and when. Describe any involvement of research participants, participant groups or communities in the design of the research. Also include a copy of the data collection tools you plan to use (e.g. questionnaires and surveys, paper based assessments/tests, interview topic guides, focus group schedules etc.) in the appendix. If using electronic or online data collection please clarify the platform/site/method to be used as well as where the data will be stored and how they will be transferred. 3.    Data sampling What is the maximum number of participants you plan to recruit (including, if relevant, the potential for dropout)? Provide a description of participant demographics (e.g. age, gender etc.), which should be divided into different participant groups (e.g. participants with hearing loss, control participants etc.) if relevant, including numbers of participants in each group. Is statistical sampling relevant to this research? How was this number of participants decided upon (e.g. power analysis)? List and justify the inclusion and exclusion criteria for participants. How will the potential participants be identified, approached and recruited? 4.    Data storage N.B. If you have completed a Data Management Plan online, you can download this and include as an appendix to answer this section if you would prefer. Please refer the reader to the appropriate appendix. What are the requirements in terms of data storage (e.g. where will the data be stored, for how long, and by whom?). What measures have been put in place to ensure confidentiality of personal data? Give details of what encryption or other anonymisation procedures will be used and at what stage. You MUST provide details for EACH type of data collected/generated (i.e. interview data, visual data, etc). Although participants must be free to withdraw from the study at any point you must ensure they are made aware that once you have anonymised their data into the full data set, it will no longer be possible to identify their specific data and therefore will not be possible to withdraw their data from the study. 5.    Ethical considerations All research needs to follow accepted ethical principles such as the Declaration of Helsinki and research governance. What do you consider to be the main ethical issues which may arise with the proposed study? E.g. informed consent, confidentiality, invasive techniques, hazards and risks, use of potentially vulnerable participant groups etc. What steps will be taken to address these issues? What relevant qualifications/experience do the researchers have to conduct this research? 6.    Study review How has the scientific quality of the research been assessed? E.g. Internal review (e.g. involving colleagues or academic supervisors), Review within a multi-centre research group, Independent external review, Review within a commercial company, Other (e.g. in relation to methodological guidelines). Describe the review process and outcome. 7.    Study dissemination How is it intended the results of the study will be reported and disseminated? E.g. conference presentations, peer-reviewed academic journals, book/book chapter etc. How will the results of research be made available to research participants and communities from which they are drawn? E.g. newsletters, presentations, written feedback etc. 8.    Resources An additional section on resources/costings is required. Here you need to provide information on the direct costs to carry out the research project. For example, what are the costs for employing a researcher(s) for the duration of the project? Are there any participant costs? Other expenses and fees? This section must be realistic, set in a particular context/country and where possible, supported with evidence. Please display this information in a table format. 9.    Study timeline This is a detailed time plan which can be helpful to present as a Gantt chart. Data analysis (500 words) Compared with an empirical research project or a systematic review/meta-analysis, you are not required to do any statistical analysis in a Research Grant proposal. Nevertheless, it is important to illustrate your understanding of the type of data that you would collect if the grant application was successful, as well as how best to analyse it. To do this, you will need to: 1.       Specify the statistical experimental design and why it was chosen. 2.       Describe the methods of analysis (statistical or other appropriate methods, e.g. for qualitative research) by which the data will be evaluated to meet the study objectives. 3.       Describe how you will interpret the findings (in terms of positive or null-results) to enable you to answer your research question. Discussion (1000 words): Here you need to convince the reader of the significance of your research question and of your proposed research design. This can bring in some of the wider literature or perhaps some pilot data to develop arguments to highlight the strengths and limitations of your proposed research. Discuss and reflect on your study design, including a critique of your methods, and show how you have tried to include robust methods in your proposal that incorporate existing knowledge and tried and tested methods from the literature. Be enthusiastic and relay a sense of confidence in your proposed research design. Research rarely goes to plan and so you need to highlight any potential problems (e.g. time constraints, time constraints, negative findings) that may arise that could prevent the delivery of the project as intended and describe alternative approaches that will be taken to overcome these problems (e.g. contingency planning). Whilst you will not have any actual findings to discuss, you can postulate what these might be and the implications of a positive or null-finding from your research in terms of service delivery/health policy, for example. References Appendix

 

2. Systematic review

Systematic reviews provide an opportunity for students to develop their skills in systematically collating, assessing and summarising existing sources of evidence. The amount of work involved can be influenced by the number of studies that could be included in the review. For the purposes of this dissertation, students can limit the number of studies in their review (see below). Generally, a minimum of between five and ten studies needs to be included in the main part of the review to demonstrate your skills and understanding to the examiner. However, a good review can still be completed even if no eligible studies can be found (see below). A systematic review need not be limited to randomised controlled trials (RCTs) and you are not expected to complete a meta-analysis for the dissertation. Students will need to include in the dissertation the rationale for the types of study designs included in the review. You are encouraged to use a recognised framework for conducting systematic reviews that is appropriate to your research question. The content of the actual review will vary depending on the research question and the approach taken. You are expected to highlight how your work is relevant to public health and /or primary care as well. Generally, it is likely to include: ·        Introduction/background ·        Study design/methods including: ·        Definition of intervention ·        Criteria for inclusion/exclusion criteria ·        Primary and secondary outcomes of the review ·        Methods of analysis/summarising data ·        Methods for assessing study quality ·        Search strategy & sources including grey/unpublished literature Results including: –         Flow chart of search process/included & excluded studies –         Summary of data extraction sheets –         Summary of included studies –         Assessment of methodological quality –         Summary of treatment effects –         Discussion including a critique of the review itself –         Conclusion –         References –         Appendices Good quality search strategies for some research questions can identify hundreds, sometimes thousands of potentially eligible studies to be reviewed. Students are unlikely to have sufficient time (and indeed support from a second reviewer) to suitably deal with this. Therefore, it is possible to limit the number of studies for the dissertation. This could be done for example, by limiting the years of publication in the search strategy, or only including UK studies (or for that matter non-UK studies), or limiting studies by population such as just women, or by a specific age group. If you use one of these approaches then it needs to be clearly stated in the methods, results and discussion section. In some cases, you might find fewer than a handful of potentially eligible studies for your review or none at all. This does not rule out conducting a systematic review for your dissertation. You will still be able to complete all of the sections outlined above until the results section. You could then explore possible strengths and weaknesses of your search strategy, or inclusion/exclusion criteria for example, before providing a more narrative review of some of the ‘weaker’ forms of evidence that did not pass your criteria. It is unlikely that nothing has been published on your research question at all. You could then conclude with recommendations about what research was needed, what form this might take, and why it was important. These are just ideas and students taking this option will be able to enter wider thinking with their supervisor. *Note that some of the sections here e.g. introduction may be supported by reading the information included in the data collection guidance*

 

3. Educational Report or Educational Needs Assessment

This option takes the format of a report aimed at policy makers. It will usually be focused on a particular problem/issue of importance to the education or social well-being of deaf children and likely to be linked to the student’s place of work. In addition to a standard Educational report/needs assessment, students will need to demonstrate their skills in critical appraisal of the evidence and set their findings in the context of other work. This will include a critique of the current report. These sections can be included in the main body of the report of as appendices. The content of the report will be influenced by the problem but is likely to include: –         Executive Summary –         Purpose of this report –         What was done / what was found –         Key recommendations –         Introduction & background –         Introduce the problem & scientific rationale –         Policy review and/or critical appraisal of the literature –         State a case for potential action –         Local issues –         Describe the local problem in detail including population & problem profiles –         Key partner/stakeholder profiles –         Consultations –         Option appraisals –         Financial appraisals –         Recommendations & justification –         Implementation strategy –         Key to successful implementation –         Contingency plans –         Change/Project management issues –         Discussion with reference to literature –         Conclusions –         References –         Appendices *Note that some of the sections here e.g. introduction may be supported by reading the information included in the data collection guidance*

 

4. Quantitative / qualitative data collection

For any project including the collection of new data you will need to go through the necessary ethical approvals and checks.  Please speak to your supervisor about this. All projects will include the following: Abstract Although this appears immediately after the title page in your manuscript, it will probably be the very last page you will write before submitting your dissertation. It is vitally important that you make a good impression. This may be the only page that a reader will look at in your dissertation. It is certainly the first page that an examiner will look at so make a good job of writing this page. The abstract should consist of a brief factual account of the study, giving the important details. Introduction / Literature review You should first conduct a critical review of the literature in order to orient yourself with the literature and develop the rationale for your research project. The more you read, the easier it will be to determine what is considered important work in your chosen area. For example, so-called ‘seminal’ articles may be referred to in almost every paper you read. Also, you will be able to develop your own critical powers if you notice carefully how researchers evaluate each other’s work.  Your introduction should be a condensed critical synthesis of the most relevant literature. If you are unsure how to start to write this section, a good idea is to make a list of the key studies you intend to include. In addition to identifying and briefly describing each relevant study, you should try to briefly comment on the quality of the study: is it comprehensive? is it flawed? how does it fit in with other studies on this topic?, are you able to explain the findings?, how exactly has it contributed to the topic? And so on. This means that your introduction will be evaluative and critical of the studies that have a particular bearing on your own research. You may feel hesitant about criticizing published work, but there is no need to; just because a study has been published, that does not necessarily mean it is superior to the one you are doing – nor that other authors are infallible! Given the word limit your discussion of each study will range from a few sentences to a paragraph so you will need to write concisely. Your introduction should not simply be a regurgitation of what the journal article says: a good introduction will be critical of the existing literature and contain your interpretation and opinion of the literature. The order you write about each study is not necessarily chronological: there is normally some grouping of studies based on themes (for example, studies using clinical participants and non-clinical participants may be presented in separate sections). Do not include everything you have read just because you have read it. There will be much reading around your topic as you begin to understand it but this is ‘background’ information that will not appear in a succinct introduction. This final section of the introduction is perhaps the most important. This is where you summarise the literature and identify the ‘gap-in-knowledge’. Here you are explaining why your study is necessary. A well written introduction will have hinted at the gap throughout i.e., that there is an issue or question that has still to be addressed. By the end of the introduction you should be in position to identify and clearly justify the research question you will answer in your study. Thus your introduction outlines the nature of the problem (and why it is important), critically reviews the relevant literature, identifies the gap in knowledge (the rationale for the study) and states the aim of your project. Aims At the end of your introduction you will include clearly stated aims. Methods  The methodology (sometimes referred to as experimental design) is a very important section and will require a lot of thought: rush or make a mistake with the design and the results of your project could be, at best, difficult to interpret. Few things are more dispiriting than to complete a study based on a good idea but with irremediable flaws in the methods. In this section you will summarise the type of design you have chosen.You will describe how many participants were recruited. Who was included/excluded? What screening procedures, selection criterion did you apply? How did you arrive at the number of participants in each group? (Describe power analysis). Were participants paid for taking part? Where did you recruit participants (for example, student population or hospital records)? Remember to make it clear that you obtained ethical approval (see below). You will describe all materials (such as tests, questionnaires, topic guides) and equipment and the procedures for carrying out the study.  For complex designs you may wish to include a summary table or flowchart. You should finish with a section describing how you analysed the data (what format the results are expected to take and what statistical and/or qualitative methods were used). It is important that you should consider the methods at this stage of your research because it may influence some aspects of the experimental design. The type of qualitative data analysis must be stated clearly and the processes to be undertaken must be outlined in detail including the different roles of the student and the supervisor in the analysis process. Results The analysis of results should begin with exploration of your data to produce summary The results section merely reports the findings: there is no discussion or interpretation as this is dealt with in the discussion section which will follow. Explanatory text should be used to identify and describe the tables and figures of relevance. Tables of numbers are useful, but if these are copious and not all interesting, be selective and include the rest in appendices. The presentation of your results will depend entirely on the type of data you collect and should be discussed with your supervisor. Discussion This is where you are trying to make sense of your results. The purpose of this section is to discuss and interpret your results: were your research questions answered? Begin this section by summarising your findings. You may need to do some further literature research to fill in details that arise from the results. Don’t forget to give references, even though you will have already mentioned some in earlier sections. You should also relate your findings to practical applications in the real world: there is a difference between statistically significant results and meaningful differences. Within this section, you may also recommend how others could extend your work and make some recommendations for clinical practice. The strengths and limitations of your study should be discussed and you should put forward suggestions for future research and final conclusions

 

5. Quantitative or qualitative study using existing data

This option takes the format of a standard report of data collection. You will need to read the extensive guidance in this handbook (in option 4 –data collection) for the relevant sections. It needs to include the following main sections: ·        Introduction & background ·        Critical review of existing literature ·        Study design ·        Analysis ·        Results ·        Discussion ·        Conclusion Possible sources of data include: –         Use of an existing data set which the student has permission to use. This could include analyses from one of the large national research databases or surveys (e.g. BATOD survey, HMI reports) or a more local data set, such as a service review or NDCS survey. –         Analysis of a previous or current research project which the student has been involved with.  Students may complete a: Metasynthesis Students should choose a topic that has been previously researched via a number of published qualitative research studies and produce a metasynthesis see: Young, A., Carr, G., Hunt, R., McCracken, W., Skipp, A., Tattersall, H. (2006) Informed Choice and deaf children: underpinning concepts and enduring challenges. Journal of Deaf Studies and Deaf Education, Vol.11(3):322-336 Thorne, S., Jensen, L., Kearney, M.H., Noblit, G., Sandelowski, M. (2004) Qualitative metasynthesis: Reflections on a methodological orientation and ideological agenda. Qualitative Health Research, 14,1342-1365 Qualitative study using available data Students might choose a topic of interest and draw upon available parent/student narratives, outcomes data as well as other relevant published research in critically addressing an educational issue of interest. A theoretical review Students would choose a topic of interest and address some theoretical questions by reviewing previous theoretical and empirical (where relevant) work.  Examples of topics that could be addressed in this way include: –         The social/ cultural construction of risk in relation to a number of educational or social issues. –         The conceptualisation/ measurement of disability in relation to meeting educational and social needs. Policy or discourse analysis/content analysis Students should choose a topic of interest where they can critically examine relevant texts.  If the topic is a specific focus of policy strategies, then the study should include analysis of policy documents. Other texts that can be a focus of discourse analysis can include media sources such as visual imagery and newspaper commentary.  A number of public health issues have been the focus of discourse analysis, such as ‘food scares’, the spread of infectious diseases such as HIV, and students could consult published studies of this type for ideas.  Students would also need to consult specific texts on discourse analysis for this approach.

 

Teaching and Learning Methods

Assessment

A 10,000 – 12,000 word dissertation based on the piece of independent, empirical research, submitted by the agreed deadline. You may submit before the deadline but you must notify your supervisor and Programme Administrator of your intended submission date.  The dissertation will be marked according to the criteria.

Electronic submission of dissertations

Pgt students will be required to submit their dissertation electronically.

 

SECTION C : University Regulations and Policies

Religious Events

We recognise that there may be occasions when students are unable to attend The University or clinical placement due to the observance of religious events. You are required at the beginning of the academic year to notify the Programme Director in writing of any date/s on which you intend to be absent from the University due to the observance of religious events falling within the academic year. These dates will be noted and kept on your file. You must notify The University of any absences due to religious events in the same way as for any other absences.

https://staffnet.manchester.ac.uk/tlso/policy-guidance/assessment/practice-ofassessment/religious-observance/

The Faculty of Biology, Medicine and Health has produced guidance for healthcare students on fasting and caring: Fasting and Caring – Looking after yourself and your patients during Ramadan: guidance for health care students.

Intellectual Property Policy

Introduction

The University of Manchester regards the creation of intellectual property and knowhow (IP) as one of its major objectives; complementary to the core objectives of knowledge creation, scholarship and learning. The central features of its IP Policy are:

Clear incentives for the creation of IP

Effective and efficient University services which can evaluate and protect IP, and then decide on the most appropriate arrangements for its transfer into use

Arrangements for sharing any commercial returns from commercialisation of IP which provides for generous rewards to its originators.

The University’s Intellectual Property Policy deals with IP created by its and its subsidiaries’ employees and students as well as the interface with others who may fund or collaborate with the University. This document is a summary of the main points in the University’s IP Policy. It is not a substitute for reading the relevant parts of the IP Policy itself.

Ownership

Many people may be involved with the work that leads up to the creation of IP and the work that subsequently reduces it to practice. However many of those involved will not own any of the IP created as at law they have not been involved at the actual point of creation.

The University asserts its rights to IP created by employees in the course of his or her employment. If other IP is created by an employee or any IP is created by a student outside the course of his/her University studies with more than incidental use of University resources the employee or student will be deemed to have agreed to transfer such IP to the University.

IP created in the course of or pursuant to a sponsored research or other agreement with an outside body will initially belong to the University and then be determined according to the terms of such agreement. Students will be expected to transfer such IP to the University initially. Students will grant to the University a continuing license to use other IP created by a student in the course of his/her studies with the University, for administrative, promotional, educational and teaching purposes of the University.

The University generally waives its rights to the copyright in scholarly materials (but not teaching materials), allowing employees to commercialise the materials to their own benefit. The University does not waive its rights where any use of material might bring the University into disrepute. If there is any doubt about this the matter should be discussed with the creator’s Head of School.

Where the University has waived its rights it will have a continuing license to use such IP for its administrative, promotional, educational and teaching purposes and to sublicense. It is the responsibility of an individual employee to make any publisher, or any other party interested in the potential commercialisation of such material, aware of this license.

IP Protection & Commercialisation

The University owns and uses The University of Manchester Intellectual Property Limited (UMIP) as a management company to advise on and facilitate the protection and commercialisation of IP (other than teaching materials). Where UMIP considers there is potential for profitable commercialisation, it will try to arrange the protection of IP generated by employees and students by patenting or other means, generally at its own expense.

UMIP will have the “first rights” to commercialise IP owned by the University. If UMIP does not do so in a timely manner or decides it does not wish to do so then the originator(s) (whether employees or students) may ask for such IP to be transferred to them and will be free to pursue alternative routes. If an originator of IP believes that their best commercialisation route involves partners other than UMIP, they may make a case to that effect to the University.

Employees and students must keep secret any confidential information to which he or she has access as an employee or student of the University.

Revenue Sharing

There is no general obligation on an employer to reward employees for IP which is generated in the course of their employment. The only exception is where an invention is of ‘outstanding benefit’ to the employer. However, the University’s IP policy is designed to create strong incentives for the creation and development of IP. Hence the sharing of rewards is strongly biased in favour of employees and students.

The University will not retain more than 15% of the value of IP created by University employees and (where their IP belongs to the University) students, in cases when the University or UMIP has no involvement in the commercialisation of such IP or their only involvement is in reviewing the IP, undertaking legal due diligence on it and advising the originator on the next steps to be taken. This 15% value may be represented by shares in a spin-out company or in royalties from a licence.

If a special fee is paid for the creation of any teaching materials then this will be instead of any share of commercialisation revenue or if the originator has been employed specifically to create the IP then they will not be entitled to any share of commercialisation revenue.

The Inland Revenue treats any sharing of income by the University with employees, students and others with an honorary association with the University as if it were a bonus on salary. Income tax and national insurance contributions will generally be deducted from an individual’s share by the University before payment is made or an indemnity for such taxes will be required by the University.

Further Information

The Policy is a living document and may be subject to change by the University. Major changes will be communicated to the departments, employees and students affected by the changes. All queries arising from this document should be addressed to the Registrar and Secretary. For general advice a publication called “Intellectual Property & Confidentiality: An Academic’s Guide” is available from UMIP.

 Academic Appeals

Students have a right of appeal against a final decision of an Examination Board, or a progress committee, or a graduate committee or equivalent body which affects their academic status or progress in the University.

Students thinking of appealing should first discuss the matter informally with an appropriate member of staff, in order to better understand the reason for the result or decision.

Should you wish to proceed to a formal appeal, this must be submitted within the timeframe outlined in the Academic Appeals Procedure to the Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL

(Email: FBMHappealsandcomplaints@manchester.ac.uk)

The full Academic Appeals Procedure (Regulation XIX) and associated documents, including the form on which formal appeals should be submitted, can be found at: www.regulations.manchester.ac.uk/academic

Academic Appeals (Regulation XIX) http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=1872

University Guide: Academic Appeals, Complaints and Misconduct http://www.tlso.manchester.ac.uk/appeals-complaints/

Basic Guide to Academic Appeals http://documents.manchester.ac.uk/display.aspx?DocID=23874

Student Complaints

The University’s Student Complaints Procedure (Regulation XVIII) and associated documents, including a Complaints Form, can be found at www.regulations.manchester.ac.uk/academic

The University has separate procedures to address complaints of bullying, harassment, discrimination and/or victimisation – see htts://www.reportandsupport.manchester.ac.uk/

Students thinking of submitting a formal complaint should in most instances attempt informal resolution first (see the procedure).). Formal complaints should be submitted on the relevant form to Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (email: FBMHappealsandcomplaints@manchester.ac.uk).

Student Complaints (Regulation XVIII) http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=1893

Basic Guide to Student Complaints http://documents.manchester.ac.uk/display.aspx?DocID=23875

Ill Health

It is a requirement of your registration with the University of Manchester that you register with a local general practitioner.

A list of GP practices can be obtained from the student Health Centre, any University hall of residence or a local Pharmacy. According to guidance issued by the General Medical Council it would not be regarded as good practice for a family member to be the registered GP or to offer treatment except in the case of an emergency.

You should always consult your GP (or for emergencies the Accident and Emergency Department of a hospital) if your illness is severe, if it persists or if you are in any doubt about your health. You should also consult your GP if illness keeps you absent from the University for more than 7 days including week-ends. If you do consult a GP and they consider that you are not fit for attendance at the University, then you should obtain a note from the doctor to that effect or ask them to complete Part III of the University form ‘Certification of student Ill Health’ copies of which are available at local GP surgeries. You should hand this certificate to your programme director, tutor, departmental office or degree programme office as appropriate at the earliest opportunity.

If your condition is not sufficiently serious to cause you to seek medical help, then the University will not require you to supply a doctor’s medical certificate unless you are absent from the University due to illness for more than 7 days (in which case see b. above). You must however contact your department or degree programme as soon as possible and self-certify your illness (that is complete and sign the “Certification of student Ill Health” form to state that you have been ill) as soon as you are able to attend your department. You should do this if your illness means you are absent from the University for any period up to 7 days (see d.i) or if you are able to attend the University but your illness is affecting your studies (see d. ii and iii).

The following sub-paragraphs explain what you should do if your illness affects your attendance at compulsory classes or if you consider that your performance in your studies/examinations has been impaired:

If you are unwell and feel unable to attend the University to take a compulsory class, assessment or examination then you must seek advice by contacting your department or degree programme immediately, in person, through a friend or family member, by telephone or by email. This is to ensure that you understand the implications of being absent and the consequences for your academic progress, which might be quite serious. You must do this as soon as possible so that all options can be considered and certainly no later than the day of your compulsory class, assessment or examination. If you do not do this then you will normally be considered have been absent from the class without good reason, or to have taken the assessment or examination in which case you will be given a mark of zero. You must also complete and hand in a “Certification of student Ill Health” form on your return.

You may be unwell but are able to proceed with an assessment or examination and yet you feel that your performance will have been impaired. If you wish this to be taken into account as an extenuating circumstance, you must inform your department or degree programme about this on the day of the assessment or examination and hand in to your department or degree programme a completed “Certification of student Ill Health” form. If you leave this until later it will not normally be possible to take your illness into account when assessing your performance.

You may be under occasional and ongoing medical attention which affects your studies. If so, you should obtain a letter from your physician which should be given to your department or degree programme before the end of the January, May/June or August/September examination period, as appropriate, if you wish your condition to be taken into account as an extenuating circumstance.

The Government Department employs 2 criteria when deciding whether to alter the mark of a student who has been ill or suffered other external interference: a. evidence of such illness or external interference and b. evidence that the student would have performed better in the absence of such external interference.

Notes:

Certification of student Ill Health forms are available in all departments and halls of residence.

Your department or degree programme will give you guidance on the effect of any absence from your studies or if you consider your illness has affected your studies. If you have repeated episodes of ill health which is affecting your studies, your department or degree programme may refer you to the student Health Centre.

If you are found to have been deceitful or dishonest in completing the Certification of student Ill Health form you could be liable to disciplinary action under the University’s General Regulation XX: Conduct and Discipline of students.

The use of the “Certification of student Ill Health” forms by GPs as described above has been agreed by the Manchester Local Medical Committee. A GP may make a charge for completing the form.

Sharing Information

The University may share appropriate information relating to your health and/or conduct with external organisations such as your professional employer(s) (for example, relevant NHS Trust Professional and Statutory Regulatory Bodies (PSRB), placement and training providers and/or regulator.

This may occur where concerns in relation to your health and/or conduct arise and the University considers it necessary for them to be disclosed to one or more of the above organisations.

The University’s Privacy Notice for Registered Students (which is accessible via this link: www.regulations.manchester.ac.uk/data-collection-notice/) includes further information about how the University may use and process your personal data, including the legal basis and conditions which may be relevant to such processing (see section 6 of the Privacy Notice).

The University will only disclose special category data (such as data relating to your health) to a third party organisation where one of the additional conditions are satisfied (see section 9 of the Privacy Notice), including where processing is necessary for reasons of substantial public interest.

Guidance on Social Networking for Healthcare and Social Care Students

This document provides advice and guidance for healthcare and social care students about the benefits and potential dangers of social networking and suggests ways in which their personal and professional interests, and those of others, can be protected while in the online environment.

What are social networking sites used for?

Social networking is a popular online activity: millions of people of all ages and backgrounds use social networking sites every day. Online social networking sites, such as Facebook,

Twitter, MySpace and Bebo, are used:

To keep in touch with friends, both in words and through sharing music, video and other types of files (YouTube is also used for sharing videos, and Flickr for sharing images, online).

For educational and professional benefit, through sharing information about the latest developments in treatments and practice, problem-solving, encouraging participation, and community building.

To forge new relationships based on common interests.

To make their views and opinions known.

To take part in discussions on virtually any subject.

People often interact with social networking sites over long periods of time and, occasionally, excessive activity of this nature may have detrimental effects on their work or study.

What is the social networking environment?

It is important to remember that social networking sites are public and therefore, in theory, accessible to anybody. In many cases, ownership of the material posted on them belongs to the site, not the person who posted it, and so sites such as Facebook are free to use it in any way they see fit. Material posted online remains there permanently, if not as part of an active page then as part of easily-accessible ‘cached’, i.e. historical, versions of it.

Who visits social networking sites, and why?

Anybody can visit social networking sites and gain access to the information that is uploaded to them. These people include:

Your intended audience, i.e. your friends, colleagues and others, to share information and to keep in touch.

Potential employers, who are, increasingly, using social networking sites to gather information about people who have applied for positions within their organisations.

Criminals, including sexual predators who could use information about you to compromise your safety or wellbeing, and fraudsters, who could steal information about you and impersonate you online, to your potential cost.

The police, as part of investigations into illegal activities.

Professional healthcare and social care bodies such as the General Dental Council,

General Medical Council, General Pharmaceutical Council, General Social Care Council, Health & Care Professions Council, and Nursing & Midwifery Council, who may access information directly or be asked to investigate material referred on to them by other people.

Patients, clients and other service users, who may be looking for healthcare or social care information in general, or for your views and comments in particular. Your professional relationship with your patients, and your career, could be compromised at any time by indiscriminate posting of details about patients or inappropriate information about yourself.

What precautions should be taken when social networking?

The same ethics, morals and penalties apply to online social networking as to any other activity. This is particularly true for healthcare students and professionals, who are expected by the University of Manchester, their professional bodies, and by the public generally, to meet the same standards of behaviour both in and out of their professional settings. Healthcare and social care students from Schools in the Faculty of Medical and Human Sciences should therefore conduct themselves appropriately online, and take reasonable precautions to ensure that the information they upload cannot be used in a way that could place them, or others, at a disadvantage, either personally or professionally, now or at any time in the future.

The following pointers may be helpful:

Do everything that you can to limit access to your posts to those for whom they are intended. Change security settings if possible to restrict unwanted access.

Consider the language and terminology that you use when you are online and make sure that it is appropriate.

Avoid posting personal information such as phone numbers or personal addresses, of you or anybody else, since these may fall into the hands of criminals.

Use your common sense. If you feel that a post, a picture, or a video that you are about to upload might have repercussions for you later, or might not be in good taste (e.g. it relates to sexual activity or inappropriate behaviour, or it expresses inappropriate views), then simply do not post it. Once it is online it is there for good.

Make sure you are thinking clearly before you go online. If, for any reason such as the effects of medication, stress or inebriation, your judgement might temporarily be impaired, you may be tempted to post something that you otherwise would not.

Do not post material that might be considered offensive and/or derogatory, that could cause somebody else to feel bullied, harassed, or that could harm somebody’s reputation. If you have a grievance about an individual related to your programme, follow it up through the recognised channels in the School, Faculty and/or the wider University.

Avoid posting confidential information about patients, clients and service users that could violate professional codes of conduct.

It is imperative that if you post anything about somebody else, including any images of them, it is done with their knowledge and consent. It might seem inoffensive to post images of friends, relatives, staff or other colleagues, but it might easily cause offence that you had not intended or could not have foreseen.

Try to make sure that the people to whom you give access to your information use it sensibly, and also that they themselves do not upload potentially incriminating material about you, which can be just as damaging.

Avoid joining any groups that could be seen as discriminatory or judgemental in nature.

Are there any related policies and guidance in the University?

The University’s Conduct and Discipline of Students (Regulation XVII) document states that a student may be liable to disciplinary action in respect of conduct which, amongst others: “involves violent, indecent, disorderly, threatening or offensive behaviour or language (whether expressed orally or in writing, including electronically) whilst on University premises or engaged in any University activity” and “involves distributing or publishing a poster, notice, sign or any publication which is offensive, intimidating, threatening, indecent or illegal, including the broadcasting and electronic distribution of such material”.

Regulation XVII also states that:

“the conduct covered (above) shall constitute misconduct if it took place on University property or premises, or elsewhere if the student was involved in a University activity, was representing the University, was present at that place by virtue of his or her status as a student of the University or if the conduct raises questions about the fitness of the student on a programme leading directly to a professional qualification or calling to be admitted to and practise that profession or calling.”

The University of Manchester’s Dignity at Work and Study Policies and Procedures give information about the nature and consequences of acts of misconduct while social networking, such as discrimination, bullying and harassment1, and the penalties that they may incur.

These policies should be read in conjunction with this guidance. The University’s Dignity at

Work Procedure for Students states:

“Any cases of harassment, discrimination and bullying will be taken very seriously by the University and, where necessary the appropriate procedure will be used to investigate complaints. Similar arrangements will be used in dealing with complaints made by members of staff or by visitors to the University.”

“Cases of proven harassment, discrimination or bullying may be treated as a disciplinary offence where it is not possible to reach a compromise or resolution. Some cases of harassment, discrimination or bullying if proven could result in dismissal for staff members or expulsion for students.”

In addition, the University’s Crucial Guide states that:

“The University expects its members to treat one another with respect. There are established procedures to use if you are dissatisfied with any aspect of the University’s facilities and services, and you are encouraged to use these procedures to bring such matters to the University’s attention. Inappropriate or defamatory comments about either the University or its members in any media (print, broadcast, electronic) contravene the University’s regulations and offenders may be liable to disciplinary action.”

What do the Professional Bodies say?

Professional body codes and guidance also explore the potential consequences of social networking activity:

General Dental Council: “Standards for Dental Professionals”

Paragraph 3.2, ‘Protect the confidentiality of patients’ information’:

1 Harassment is unwanted conduct that may create the effect (intentionally or unintentionally) of violating a person’s dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment which interferes with an individual’s learning, working or social environment or induces stress, anxiety or sickness on the part of the harassed person.

Discrimination takes place when an individual or a group of people is treated less favourably than others because of their race,

gender, gender reassignment, marital status, status as a civil partner, disability, age, religion or belief, sexual orientation or other factors unrelated to their ability or potential.

Bullying can be defined as repeated or persistent actions, criticism or personal abuse, either in public or private, which (intentionally or unintentionally) humiliates, denigrates, undermines, intimidates or injures the recipient. It should, in particular, be borne in mind that much bullying occurs in the context of a power imbalance between victims and alleged perpetrators.

“(You must) prevent information from being accidentally revealed and prevent unauthorised access by keeping information secure at all times”.

Paragraph 6.3, ‘Be trustworthy’:

“(You must) maintain appropriate standards of personal behaviour in all walks of life so that patients have confidence in you and the public have confidence in the dental profession”.

General Medical Council: “Good Medical Practice‟

Paragraphs 56 to 58, ‘Being honest and trustworthy’

“Probity means being honest and trustworthy, and acting with integrity: this is at the heart of medical professionalism”.

“You must make sure that your conduct at all times justifies your patients’ trust in you and the public’s trust in the profession”.

“You must inform the GMC without delay if, anywhere in the world, you have accepted a caution, been charged with or found guilty of a criminal offence, or if another professional body has made a finding against your registration as a result of fitness to practise procedures”.

Nursing and Midwifery Council: “Guidance on professional conduct for nursing and midwifery students‟

“Good character is important as nurses and midwives must be honest and trustworthy. Good character is based on a person’s conduct, behaviour and attitude. It also takes account of any convictions and cautions that are not considered to be compatible with professional registration and that might bring the profession into disrepute”.

What conclusions can be drawn from all of this?

If the way you conduct yourself online breaks laws, or goes against the codes of practice set down by your professional healthcare or social care body, then you risk the same penalties as you would in any other setting. These include referral to the Faculty Fitness to Practise Committee and potential damage to your career, fines, and even imprisonment.

Links to current regulations, codes of practice and policies

Policy on Submission of Work for Summative Assessment on Taught Programmes

http://www.campus.manchester.ac.uk/tlso/map/teachinglearningassessment/assessm ent/sectionb-

thepracticeofassessment/policyonsubmissionofworkforsummativeassessment/ Policy on Mitigating Circumstances

http://www.campus.manchester.ac.uk/tlso/map/teachinglearningassessment/assessm ent/sectionc-reachingdecisionsfromassessment/policyonmitigatingcircumstances/ Mitigating Circumstances: Guidance for Students

http://www.tlso.manchester.ac.uk/map/teachinglearningassessment/assessment/secti onc-reachingdecisionsfromassessment/policyonmitigatingcircumstances/ Academic Appeals (Regulation XIX) http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=1872

Student Complaints (Regulation XVIII) http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=1893 Policy on Feedback to Undergraduate and Postgraduate Taught Students http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=6518 Conduct and Discipline of Students (Regulations XVII) http://documents.manchester.ac.uk/DocuInfo.aspx?DocID=6530 Student Charter http://www.studentnet.manchester.ac.uk/enhancing-my-experience/charter/

Other information Security http://www.staffnet.manchester.ac.uk/personalsupport/security/

Student Support Issues

 

Disability Advisory and Support Service http://www.staffnet.manchester.ac.uk/personalsupport/disability/

 

Counselling Service http://www.staffnet.manchester.ac.uk/personalsupport/counselling/ Careers Service http://www.careers.manchester.ac.uk/

Careers Blog for International Students @ Manchester

Recently launched, a Careers Blog dedicated to keeping international students at The University of Manchester informed with regular news and upcoming events.

http://manchesterinternationalcareers.wordpress.com/ Occupational Health Services for Students http://www.campus.manchester.ac.uk/healthandsafety/studentOH.htm

International Advice Team http://www.campus.manchester.ac.uk/ssc/internationalteam/ A Personal Safety Guide for International Students

http://www.studentnet.manchester.ac.uk/medialibrary/study/safety-internationalstudent-guide.pdf Mature Students Guide http://www.manchester.ac.uk/medialibrary/study/maturestudentshandbook.pdf Students Union http://www.umsu.manchester.ac.uk/ email: advice.umsu@manchester.ac.uk

SECTION D : Forms

Extension Request Form

Download form here: SHS_Extension.Request Form

 

Interruption Request Form

Download form here: SHS_Interruption request Form

 

Programme Amendment Form

Download form here: SHS_Programme Amendment Form

 

Withdrawal Form

Download form here: Withdrawal Form

 

Certification of Student Ill Health

Download form here : CERTIFICATION OF STUDENT ILL HEALTH CERTIFICATION OF STUDENT ILL HEALTH – GUIDELINES

These guidelines set out the procedures to be followed by students who fall ill and are absent from the University for brief periods and/or who believe their illness may have affected their academic performance. Students are reminded that they must register with a local GP and must visit their GP for treatment of ill health where necessary.

Students should always consult their GP if their illness is severe, if it persists or if they are in any doubt about their health.

1. Self-Certification – THIS WILL NORMALLY BE THE USUAL PROCEDURE
2. You should use self-certification to explain absences through illness for up to oneweek (i.e. seven days including the weekend). You should complete Part I of this form to give the exact dates of the absence and a clear explanation of the reason for it. The form should be handed in to the appropriate office or person in the department immediately after the absence.
3. You should do all you can to inform your department at the time of your illness andto seek advice. Although you may feel too ill to attend classes or you believe your illness is affecting your performance, you may be able to visit your department. You should give this form to your tutor or other appropriate member of staff and they can use Part II to record the advice given to you and/or that you appeared to them to be unfit to perform to your potential.

Repeated self-certification will normally result in the student being referred to the University student Health Service for assessment.

2. Medical Certification

For illness of more than one week the university will accept self-certification, as above, for illness of up to one week but if you are ill for longer than this you should obtain a consultation with your GP and ask for your illness to be certified using Part III of this form. Copies of this form are available in local GP practices.

When you visit your GP for treatment or because you are concerned about your health as stated above, you should always consult your GP if your illness is severe or if you are in any doubt about your health. If you do this you may ask your GP to certificate your illness and part III may be used for this purpose. Some practices may make a charge for this.

3. Illness prior to/or during Examinations

If you are ill immediately prior to or during examinations you must inform your Department immediately and discuss the situation with your personal tutor or other appropriate person in the department. Depending on the circumstances, you may be advised to proceed with the examinations or, instead, to sit the examinations at the next opportunity. You may be asked to self-certify your illness using this form and the appropriate person in the Department will use Part II to record advice given and/or that you appeared to be unfit to perform to your potential.

This should be handed in, or posted, to the appropriate office or person in the department as soon as possible.

If you are taken ill during an examination, you should be referred to the University student Health Centre. The doctor or nurse at the student Health Centre who sees you will, at your request, complete this form and send it to the department to confirm the visit and the ill health.

 

 

 

 

 

FORM 1: RESEARCH MONITORING REPORT

 

Due date: end of semester 1

 

MSc Deaf Education

 

This form records progress at the early stage of planning your research. It should be completed in conjunction with your supervisor and returned to the Postgraduate Office in the School of Heath Sciences.

 

Name……………………………………………………………………………………

 

Project title …………………………………………………………………………….

 

Date……………………………………………………………………………………..

By this stage of your research you should have discussed and agreed the following with your supervisor. If you have encountered any problems, discuss these first with your supervisor. If they still cannot be resolved, you should contact your Programme Director.

 

List any issues or problems that have arisen in the box provided

 

Outline plan for your research project                      Discussed: YES / NO

This will include the research question (and hypotheses if appropriate) and the design of your project.

 

Training needs                                            Discussed: YES / NO

This will include training in addition to MSc units, e.g. English-language classes, remedial statistics, access to the disability office services, techniques specific to your project.

 

Necessary ethical and governance approvals            Discussed: YES / NO

Discuss what ethical approvals will be required and the procedures needed to acquire these.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

RECORD ANY AGREED TASKS AND MILESTONES FOR NEXT 6 MONTHS

Record here any problems which you are currently having or which you  foresee

 

I confirm that all the above information is correct.

                                                                               

STUDENT (print)……………………………………(signature)………………………………………….

 

SUPERVISOR (print)……………………………………(signature)………………………………………….

 

 

FORM 2: RESEARCH MONITORING REPORT

 

Due date: end of semester 2

MSc Deaf Education

 

This form is for your second formal research report. It should be completed with your supervisor. When complete, hand the form to the Postgraduate Office in the School of Health Sciences

 

Name……………………………………………………………………………………

 

Project title …………………………………………………………………………….

 

Date……………………………………………………………………………………..

By this stage your research should be well underway. You should discuss your progress in your dissertation work and in your taught course units with your supervisor. If you have encountered any problems, discuss these first with your supervisor. If they still cannot be resolved, you should contact your Programme Director. Please use the boxes below to record your progress and any problems identified.

 

1. ETHICAL AND GOVERNANCE APPROVALS

Approved: YES / NO

If no, provide details:

 

 

 

 

2. DATA COLLECTION           

NOT STARTED/INPROGRESS/COMPLETED

If data collection has not started, give details. Give details of when data collection is likely to be completed:

 

 

 

 

3. ANALYSIS                                

NOT STARTED/IN PROGRESS/COMPLETED

Briefly describe at what stage the analysis is at and projected data for completing a full first draft (which your supervisor can comment on):

 

 

 

 

 

 

 

 

 

4. WRITE-UP                                    

NOT STARTED/IN PROGRESS/COMPLETED

Briefly describe at what stage the write up of the project is and projected data for completing a full first draft (which your supervisor can comment on):

 

 

 

 

RECORD ANY AGREED TASKS AND MILESTONES FOR NEXT 6 MONTHS.                      DO YOU FORESEE ANY DIFFICULTIES IN ACCOMPLISHING THEM?

I confirm that all the above information is correct.

                                                                               

STUDENT (print)……………………………………(signature)………………………………………….

 

SUPERVISOR (print)……………………………………(signature)…………………………………………. 

 

 

FORM 3: RESEARCH MONITORING REPORT

 

Due date: end of semester 3

MSc Deaf Education

 

This form is for your third formal research report.  When complete, return the form to the Postgraduate Office in the School of Health Sciences

 

Name……………………………………………………………………………………

 

Project title …………………………………………………………………………….

 

Date……………………………………………………………………………………..

By this stage your research should be at an advanced stage. You should discuss your progress in your dissertation work and in your taught course units with your supervisor. If you have encountered any problems, discuss these first with your supervisor. If they still cannot be resolved, you should contact your Programme Director. Please use the boxes below to record your progress and any problems identified.

 

1. ETHICAL AND GOVERNANCE APPROVALS

Approved: YES / NO

If no, provide details:

 

 

 

 

 

 

2. DATA COLLECTION             

NOT STARTED/IN PROGRESS/COMPLETED

If data collection has not started, give details. Give details of when data collection is likely to be completed:

 

 

 

 

 

3. ANALYSIS                                

NOT STARTED/IN PROGRESS/COMPLETED

Briefly describe at what stage the analysis is at and projected data for completing a full first draft (which your supervisor can comment on):

 

 

 

 

 

 

 

4. WRITE-UP                                    

NOT STARTED/IN PROGRESS/COMPLETED

Briefly describe at what stage the write up of the project is and agreed date for submitting a full draft to your supervisor for comment:

 

 

 

 

Agreed date for submitting first draft:

I confirm that all the above information is correct.

                                                                               

STUDENT (print)……………………………………(signature)………………………………………….

 

SUPERVISOR (print)……………………………………(signature)………………………………………….