Category: Coursework

Introduction:

Both Coursework and dissertation are two important aspects that are used in the academic field for the completion of the academic qualifications. Both of them are used to evaluate the student’s or learner’s knowledge, skills and identify their academic progression and grades. Basically, In the academic level usually students have the choice to complete course either by Coursework or dissertations. In most of the universities or colleges students are given choice to complete degree either by coursework or dissertation and thesis

Coursework:

Coursework is a task assigned to students for the fulfillment of their academic requirements. As per the Oxford Dictionary coursework is “Written or practical work done by a student during a course of study usually assessed in order to count towards a final mark or grade.”

Some of the Examples of coursework are: folios of essays, art and craft items, speaking test, practical works, experiments or assignments and etc. [sources: planningtak]

Coursework are effective to Student because of various reasons:

• A well-designed Coursework help teacher to evaluate the learning capabilities and work done by the students.
• It helps students to understand their work and show their capabilities and what they learn from the specific module.
• It is an effective way to knowledge sharing way as it helps both of teacher and students to understand the specific module in a theoretical and practical way.

Figure 1: Coursework

Dissertations:

A dissertation, sometimes called ‘final year project’ or ‘thesis’ is a long piece of work i.e. research project done at the end times of Undergraduate or post-graduate studies or upper one. According to oxford learners dictionaries dissertation is “a long piece of writing on a particular subject, especially one written for a university degree”.

It is such type of work process where student chooses the subject in which they want to research and comes to a specific conclusion at the end of it. It is research on their own ideology and concept or in others’ work expanding or augmenting others ideas.

Figure 2: Dissertations

Figure 3:Similarities between Coursework and dissertations

However, coursework and dissertations, both are different but, in some case, they have some common elements. Both of them are used in the academic field for the completion of degree. Dissertations are done under the supervision of lecturers or professors and frequent review from teachers can be taken if students want which also needed for coursework if the professor wants. Coursework and dissertation play vital role for the marking and assessment of students for their modules and degree. Both of the them are used to find the capabilities of students and the work they have done based on their works. Grading or marks will be given according to task done in coursework and dissertations.

Benefits of Coursework and dissertations

In coursework, it helps students to understand their work and show their capabilities and what they learn from the specific module. According to “QCA Survey” reports out of 700 teachers 29 % percent teachers thinks Coursework can give a student more experience and helps them to gain skills in particular subject and areas while 25 % think that it make student to learn dept in one particular subject and 23 % percent teacher belief that it is easy to assessed student and is less stressful that 100 % marks exam at final of the year.

From the Research Study Conducted for the “Qualification and Curriculum Authority” from more than 700 subject head about the benefits of coursework on students. [Sources: QCA Survey]

Figure 4:QCA Survey done from over 700 subject heads [sources: QCA]

Coursework helps students to gain more experience and help them to build their skills in the specific subject. It also encourages independent learning. It will help students to work at their own pace as well motivating students. One of the mains benefits is that it will help students to learn the curriculum step by step over the years. Research and investigation skills will be developed and might be main asset for students. It also allows student to select the area of their own interest. It will provide less stress than having 100 % of the marks assessed by an exam at the end of the academic year. It also gives an opportunity for students to earn higher grade. It also removes the burden or relieves of exam pressure. It supports the pupils who have lower abilities. It also allows for redraft [Sources: QCA].

Figure 5:Benefits of Dissertation

In the other hand, dissertations had many significance and benefits. Student can present their research to others or people. Students need a detail with minimum 35 to 100 references in context of student chosen research project [Sources: educationandtrainingissues]. So, students will need to collect, read and analyze the facts and information for supporting their research project. It will show and improves the critical and analyzing thinking of students [Sources: educationandtrainingissues]. The main advantages and challenges of doing dissertations is that it will enhance and boost a wide range of skills, including project planning, project management, market analysis, swot analysis, time management, and possibly, skills to communicate with managers or customers in a real skills business world which student may develop through field worlds interviews, data collections and etc.[sources: Manchester Business School]. Student will obtain good knowledge is specialized areas. It will be demonstrated to students to show and develop their skills, abilities through clear and well-arguments, well-focused literature review, rigorous methods, in-depth analysis etc [sources: Manchester Business School]. Dissertation writing will help students to get better grades in academic writing [sources: all assignment help ].

Differences between Coursework and dissertations:

Figure 6:Differences 1

Figure 7: Differences 2

Figure 8: Differences 3

In most of the universities, colleges and institutions students have choices to complete their study either from coursework or dissertations and thesis. However, coursework and dissertation are used for measuring and completing of academic progress of students of certain level and degree, but there is a distinctive difference on both. Coursework is a short written or practical fixed task assigned by teacher or professor while a dissertation is a long piece of work that students have chosen by themselves as per their interest with no restriction on it until it breaks ethic to certain society, law, areas or etc. However, a professor might give a basic format for dissertations. Coursework is given with certain limitations, format and guidelines or even titles or questions but the dissertation has no limitations like coursework. Coursework answers is around certain areas or even exact to the teacher expected whereas a dissertation does not have exact findings or answers as dissertations is more unique and creative as compared to coursework. Coursework given by teacher will be given by relating specific module like Android, Api and etc. (Sources: softwarica college) as can vee seen in sample in below while dissertation depends upon student will or interest. Coursework does not require dept research and study due to its fixed requirement and format while a dissertation needed a lot of time. Students need to study books, articles and documents related to chosen topic of dissertations [sources: all assignment help]. Coursework boosts the skills relating to a specific area or module and acts as help for a dissertation in main project while dissertations may be done with the skills got from coursework

Planning and process while writing coursework and dissertations:

Doing coursework is a bit challenging task. Basically, there are specific steps that needed to follow while doing coursework effectively and efficiently. Coursework topic or questions initializing and then Discussing the topic or questions with the professor if required and later student Make a plan for the paper. Then students will Select the research method for the coursework. Then, the student will search for information for the coursework relating to its prescribed area or questions then, the student will create an outline and later draft a document and finalize the document by Proofreading and editing. [Sources: myassignmentwriting]. All this process needed to be followed b revolving around requirements and guidelines given by the teachers or professors. survey, collecting data, pilot studies, dealing with the problems with solutions, and preparing a final report. [Sources: www2.le.ac.uk]

Figure 9:Coursework process

While In the case of dissertations the case is totally different as it required proper research and documentation along with times the investment and data collection etc. The basic step and processes that needed to be followed are: Choosing an topic and preparing and proper proposal and getting its approval, After preparing research questions, creating a research plan, procrastination, realistic planning, being organized and methodological while conducting the research, undertaking the literature survey, collecting data, pilot studies, dealing with the problems with solution, preparing an final report.[Sources: myassignmentwriting]

Figure 10:Dissertation process

Challenges and problems student faces while doing dissertations and coursework

It’s not that while doing coursework and dissertation student does not face any challenges or problems, they have. Dissertation is a new challenge for student as they have never done this type of work before in the case of undergraduate. Getting access to data is another big challenge. As the dissertation will have fixed date of submission, so time pressure is also one of the main challenges. As, students choose their desired dissertation topic so learning the new skills and technique is also challenging. There might need a money for buying some items like: licenses for software, api’s and others, so financial status is also one of the challenges [Sources 12]. Choosing titles, and format and documentation is also one of the challenges. [Sources: urbangeekz]. Producing an appropriate quality of writing within the literature review is also challenging [sources: dissertation. laerd].

In another hand, doing the course is also a complicated task. Many challenges that student faces while doing dissertation, same challenges arises while doing Coursework. Time management issues, lack of information, lack of support, external issues & etc. are main challenges [Sources: Wizessay.com ]. The student needed to follow the guidelines, restrictions, format and other criteria as prescribed, to do coursework around it is main challenge that student face as marking and grading is done according to it.

Conclusion:

However, Coursework and dissertation has its own distinctive benefit and drawbacks but it plays important role in the academic field for the assessment of students. Coursework is designed for measuring the skills related to specific modules or areas while the dissertation will be based on research what students interests. Students need to do coursework according to specific format and criteria, in the other hand, there is no specific format for dissertations. Students need to invest lots of time in research, data collection, and finding information relevant to the topic along with certain planning while doing coursework there is no need for that as it has predefined questions, titles or task. A student might face many challenges but they need to tackle while doing by following the mentioned process both which will develop their skills, analysis, and creativity of students.

References:

1. Coursework | Definition Of Coursework By Lexico (2019) available from [1 October 2019]
2. Complete Guide To Coursework? | Definition, Meaning, Keypoints & Tips! (2019) available from [17 October 2019]
3. Dissertation Noun – Definition, Pictures, Pronunciation And Usage Notes | Oxford Advanced Learner’s Dictionary At Oxfordlearnersdictionaries.Com (2019) available from [2 October 2019]
4. Teachers’ Views On GCSE Coursework (2006) QCA. available from [4 October 2019]
5. Teachers’ Views On GCSE Coursework (2019) Qualification and Curriculum Authority. available from [4 October 2019]
6. Advantages Of Dissertation Writing In The Academics | Allassignmenthelp.Com (2019) available from [24 September 2019]
7. Characteristics Of A Dissertation (2019) available from [4 October 2019]
8. Why Should I Do A Dissertation In My Final Year At MBS (2019) MANCHESTER BUSINESS SCHOO. available from [1 October 2019]
9. Coursework Writing Is Easy If You Do It Right! | Australian Assignment Help (2019) available from [10 October 2019]
10. Planning And Conducting A Dissertation Research Project — University Of Leicester (2019) available from [24 October 2019]
11. Softwarica College Of IT And E-Commerce: Log In To The Site (2019) available from [5 October 2019]
12. Acknowledgments | Lærd Dissertation (2019) available from [26 September 2019]
13. Staff, U. (2019) Main Problems Encountered When Writing A Dissertation [online] available from [29 September 2019]
14. Problems You Face As You Work On Your Dissertation (2019) available from [1 October 2019]
15. How To Deal With Difficult Coursework | Essay Service – Fast And Cheap Online Writing – Wizessay.Com (2019) available from [1 October 2019]

Academic Writing

Academic writing is clear, concise, focused, structured, and backed up by evidence. Its purpose is to aid the reader’s understanding.

It has a formal tone and style, but it is not complex and does not require the use of long sentences and complicated vocabulary.

Each subject discipline will have certain writing conventions, vocabulary, and types of discourse that you will become familiar with over the course of your degree. However, there are some general characteristics of academic writing that are relevant across all disciplines.

There are two main types of Master’s Degrees – course-based (taught) and research-based. Course-based Master’s Degrees are based on course modules taught through lectures, lab work, seminars, or distance learning, while research-based Master’s Degrees requires student to carry out their own research project in a specialized field of study. Research Master’s Degrees normally take longer than taught Master’s Degrees to complete.

Coursework programs have a structure consisting of core, elective and optional units and require enrolment in these units, attendance for any timetabled classes, and completion of assignments. Some postgraduate courses are now available through online study and attendance is not required there. Most Coursework based Masters have a research element and may require completion of a minor thesis.

Research qualifications are awarded following the completion of a major thesis, which involves independent original research under the supervision of a senior academic. The students can be required to undertake some extra units to expand their skills, but this is decided on case to case basis. Progress on courses is assessed through reports from student/supervisor to relevant graduate studies committee, and not through required assignments.

Dissertation

Most undergraduate business courses and post-graduate MBAs require students to complete a dissertation. This is an extended piece – often structured like a report – which usually involves undertaking research or a project (this may be based your placement or previous work experience) as well as reflection on and discussion of that work.

The whole project and dissertation process can cause students a lot of grief. It differs from what most have previously produced in requiring more of most things – more research in greater depth, more reading, more time, more independence (students select their own topics and work on them in isolation), more planning, and above all, a more extended piece of writing.

As distinct from an essay, where you critically evaluate other people’s ideas, you will need to report on your own research or work and offer your own thoughts and interpretation. However, you will also need to include and critique the ideas of other writers in order to provide a theoretical framework for your own ideas.

Coursework

Coursework is a piece of assignment given to students that has to be done over the academic year and then handed in before official IGCSE examinations begin.

Coursework is part of the exam papers that you are taking, and they contribute to certain amount of percentage of your overall grade that you will get when exam results are announced.

Most authors avoid mentioning experiments with negative results. Meanwhile, such experiments, especially in the field of technology, are sometimes more instructive than experiments with a positive outcome. Technology is a science in which, unlike mathematics, it happens that a minus plus or minus gives plus. For example, the technological process has two significant drawbacks, but, nevertheless, provides the necessary product quality. If only one drawback is eliminated, then, as a rule, the process will fail and a defect in production will arise. In the article on any technological process, the author should consider the types of defects and methods for its elimination. The technologist grows into a highly qualified specialist if he investigates the causes of marriage in production and develops methods for its elimination. They cannot be identified with annotation, they have different functions. Conclusions should show what is received, and the summary what has been done. Conclusions cannot be too numerous.

Benefits of Dissertation

Writing a dissertation will enable you to enhance a wide range of skills, including; project planning, project management, market analysis, time management, and possibly, skills to communicate managers and/or customers in a real business world, which you may develop through fieldwork interviews for your dissertation.

Another advantage is that you will be able to obtain a good knowledge of a specialized area by doing a dissertation.

Benefits of Coursework

These coursework will immediate the coed to conduct their very own analysis, studying, and explorations on a given subject. A sequence of such coursework assignments can considerably broaden scholar’s data on the topic. It will also be a really helpful reinforcement of data that may assist college students in dealing with exams on the topic.

Class coursework are given by tutor to measure how a lot of data the coed has absorbed from the category room research. It’s an important suggestions loop for the tutor. If there’s a vital variety of college students performing beneath common on a selected coursework project, the tutor might resolve to repeat that part. Equally, the tutor might reinforce the data coated underneath that part by different means resembling a discipline journey or a video presentation.

Coursework taken on a normal foundation will help college students get acquainted with numerous necessities of writing. These embody essay format, coursework format, reference writing, and so on. Such familiarity may be very helpful for finishing extra stringent coursework resembling Advance placement coursework, AQA coursework, or coursework required by any examination physique.

It is a useful gizmo for use in imparting advanced data. As an example, a plant osmosis coursework carried out as a bunch project may be extra fascinating and clear than merely studying it from the textual content e book. Coursework requirement to jot down a course of essay on the take a look at can additional assist the coed develop into extra clarified on the topic.

Challenges

• Formulating a suitable Dissertation statement: the most challenging part of the dissertation and coursework is to identify the dissertation and coursework statement which state the purpose of research and the dissertation and coursework statement should attract opposing opinions.
• Finding relevant literature: Literature review provide a comprehensive analysis, discuss theories, published data and provide the historical assessment and identify the research problems. To identify the literature review of dissertation is very difficulty part where as it is easy to identify the literature review of course work. Many students do mistake while writing dissertation such as writing short summaries of literature, student expressing their own opinion on literature review, cannot do proper reference etc
• Find Data: Another challenge is to find reverent data to support the dissertation or coursework. Mainly there are two types data primary and secondary data. Primary data is collected using interviews, questionnaires, focus group etc which required finance and takes time. The data comes from primary source should be analysis carefully. Secondary data is collected by other incudes government data, non- government or telecommunication companies. The most difficult part is that to identify the relent data that support the argument. Both dissertation and the coursework used primary and secondary source of data to support the arguments.
• Planning and time management: This is most challenging parts of dissertation and coursework. Most students think that dissertation is a long period of time, but they cannot plain and manage time period properly because there are many things to do in dissertation. Coursework also has short time period but it is also difficult to manage the time period.

Bibliography

1. There are no sources in the current document.
2. Schulz, J. (2019) What Is A Dissertation [online] available from [17 October 2019]
3. What Is A Dissertation? (2019) available from [15 October 2019]
4. What Is A Dissertation? (2019) available from [16 October 2019]
5. Coursework | Definition Of Coursework By Lexico (2019) available from [23 October 2019]
6. What Does Coursework Mean? (2019) available from [23 October 2019]
7. Complete Guide To Coursework? | Definition, Meaning, Keypoints & Tips! (2019) available from [23 October 2019]

1. Company Introduction

1.1. Introduction to Company

Shilpee Theatre, located in Battisputali, Kathmandu was established in 2006. It has two modern theatre halls, ‘Gothale Theatre’ with 210 seat capacity which was named after the much-acclaimed Nepalese playwright late Govinda Bahadur Gokhale, and another ‘Shilpee Theatre’ with 180 seat capacity. In the Nepali language, the word Shilpee means ‘artist’. (Anon., 2018)

It was established with five theatre artists and there are ten members in the group. Among ten members, five are full-time artists, two are administrative staff, two are ushers, and an Artistic Director with a Board of Directors to support and lead its activities. Shilpee aims to draw raw stories in the theatre laboratory from the society, polish it and send it back to the society as the delicious theatrical dish. Shilpee theatre mostly runs a social play as it believes drama can play an active role for the society to raise awareness to eradicate different social problems. This theatre has worked with different organizations like MS Nepal, Action Aid Nepal, World Vision International, and SAWTEE. (Anon., 2018)

1.2. Current Business Activities and Operations

1. Customer: There must be at least one customer to start the play. To check the “now showing” and “next showing” plays people can check our website. Customers can be both old and new. The customer watching plays regularly for five years is regarded as old customers. Old customers will be provided with certain amount of discount.
2. Ticket: The customer can book their tickets either online by visiting our website or by purchasing the tickets from the reception of the theatre. The interested customer have to book their ticket one day before the play because the theatre may be houseful. There will be checking of the tickets at our entrance gate. The price of the ticket is very reasonable and varies according to the seat of the theatre. All the information of the customer is tracked once the ticket is purchased.
3. Employees: There are five full time artists, two administrative staff, and two ushers working in the theatre. The seating arrangements are done by the ushers according to the seats booked by the customer. If the employees are willing to watch the show, they but need not pay for the tickets. The family of the employees will also get certain amount of discount. The salary of the employees depends upon the job position on the theatre.
4. Food: Employees will get free food three time a day which include breakfast, lunch and dinner. The customer will have to pay for the food they would like to eat. The customer can also bring their own food if they want to.
5. Play: One play can run for several days. Many employees can work in one play. The play can be shown in both of the theatres at the same time. The play duration is maximum for 4 hours and minimum is for 30 minutes. In some occasion, we conduct street play as well.

1.3. Business Rule

1. Many employees may work on one play.
2. One customer can do multiple bookings at a time
3. Employees will get free food and customer have to buy their food
4. One play may run at many theatres
5. Employee can be customer as well
6. Old customer will get a certain amount of discount.

2. Critical Evaluation

2.1. Further discussion on learning experience

In the coursework of the module ‘Database’, we were assigned to design and implement a Theatre Operator system. The coursework was very much helpful for better understanding of database which made more familiar with designing and developing database system and normalizing the database into 3rd normal form.

First of all, a case study on Shilpee Theatre was done through their website. The business rules, business activities and operations of the theatre was studied from which the required information was found and the scenario was also made according to the information of the theatre. Many difficulties were faced while completing the coursework, one of which was normalization. Normalizing the database to 3rd normal form was quiet difficult and challenging. To overcome the obstacle in normalization many research was done from different web resources. Also, the information and examples in lecture and tutor slides was very helpful. Analyzing the entities was very important for doing the normalization. So by looking the scenario, entities and attributes were finalized and normalization was done. Then, an ER diagram was created based on those entities and the table was created and value were inserted. After creating table, the given queries were done.

All in all, it was a great experience doing the coursework which required a lot of hard work and research. But, all the hard work and research was very fruitful as it made more confident while designing and implementing database which is very useful not only for the successful completion of the coursework but also for the future basis. Also, our tutors has helped a lot to overcome the problems we faced. Thus, the coursework was difficult, challenging yet interesting.

2.2. Critical assessment of coursework

The coursework of the module ‘Database’ was given in week 6 which has to be submitted in week 11. In these weeks many researches and findings were done about database in order to do normalization and solve different queries. At first, it was very tough to understand the coursework and to implement it. But, after many findings things were much trouble-free than before.

This module relates to two of the modules in this semester, one is ‘Software Engineering’ and the other is ‘Emerging Programming Platforms & Technologies’. In both of the modules, database helps to store the obtained data securely and systematically. Similarly, to avoid different kind of data loss or data insecurity database is very important. Many skills and knowledge was obtained through this coursework which is very useful for our future purpose. The skills and knowledge obtained from this coursework will be helpful in the long run in terms of perusing future studies in the field of database and to work in the field related to database management system. The knowledge of normalizing data can be very helpful for reducing data redundancy and the experience gained throughout the project will be very much fruitful in future.

Likewise, this module has also helped directly or indirectly to do much better in other modules as well. After completing the coursework, knowledge about database has increased. Moreover, concluding the coursework was a very challenging thing which required a lot of dedication.

References

1. Anon., 2018. HOME | Shilpee Theatre. [Online]
2. Available at: https://www.shilpee.org/ [Accessed 02 01 2018].

Reflection

I am writing this one day after I finished my report. After all the difficulties I have faced during the year, and after the great help, I have received from my supervisor and tutors I am happy and proud of the report I have written. I have to say that I first felt worried when I was introduced the coursework, the fact that I have never done something like this scared me because I did not know if I was going to be able to do what was required, but at the same time, I felt motivated about writing a quality report.

Once I decided my topic and it was approved by my supervisor I decided to start with my research, I tend to do my research and writing at the same time, but for this assignment, I decided that was better to research first and then start writing after having a significant number of sources, because I was advised to do so and because I felt it was the most efficient way to complete a quality assignment.

I have to say that I first panic because I was not able to find what I wanted directly, and I started thinking to myself that the topic I picked was a bad choice. I also have to say that I have never been good finding sources, and probably that made me feel less confident about my research but after facing some difficulties I managed to run a complete research.

After doing my research it was time to start writing, I was confident that my sources were good enough to start and I started the assignment extra motivated. Soon doubts and difficulties showed up but getting some advice from my supervisor helped me to stop panicking and keep motivating myself. I tried to make as much advantage of my supervisor as possible, mainly because it was the best way to solve doubts and find answers for the questions and because his support made me feel confident in continuing with the report.

When I was writing I was realizing it was not going to be as easy as I thought, especially when I reach the last part of my report. I have to say that the critique on sources is probably one of the hardest sections on an assignment I have ever done. I remember that when I finish this section my feelings about it where all negative, however now I have a different perspective. I think the section is not as bad as I felt when I finished it.

While I am writing this reflection, I am realizing how many things I could have improved throughout the year to make my report better. Considering what I have done well and what I have done wrong on the assignment gives me the chance to improve in my future assignments.

Learning log

Week 10:

During this first week, we haven´t had a workshop because it was the first week. The lecture was a detailed presentation of the module and its assignments. Mainly focusing on the coursework. It was a great help to find out what we need to do for the coursework and start organizing our ideas.

This week we have also been asked to complete a critique analysis in order to form part of the workshop next week. I don´t feel too confident about this task, as we have not done loads in the past, but I reckon it will be helpful to improve our critical writing for the coursework.

Week 11:

During our first workshop, we have been marking three critical analyses from other classmates. I think this exercise has been helpful because as I was marking these critical analyses I was comparing them with mine in my head at the same time. So, it helped me to identify the weaknesses and strengths of my work in comparison with these pieces of work.

During the lecture, we were introduced to all the supervisors and they gave us details about their specific areas. This lecture it´s been really useful for me because it has helped me identify which topics I am interested in and which ones I have definitely discarded for my piece of work.

Week 12:

During this second workshop, we have been doing some research on topics for our coursework. It has been really interesting because it was a good way to exchange ideas with my classmates and tutor and I have found some interesting areas to focus my work on. After this workshop, I had a clear idea of what I wanted to do, so I can say this workshop it´s been the most helpful for me until now.

This week we have also had the opportunity to get our marks back from the critical analysis we wrote during the first week. This has been a great help to identify the weakness of the piece of work I wrote and to know what extra things I need to include next time I write a critical analysis. Overall, I feel happy about my result on this critical analysis, because even when I have missed writing some things on the work, most of the areas on my piece of work were really strong.

The lecture it´s been on research and key points to remember at the time to start doing our workshop. I feel happy because I always struggle with research and this help will be good for me at the time to start researching for the coursework.

As you can see this week it´s been really complete, we have done loads of things and I feel like all of them have been really helpful.

Week 13:

During this week workshop, we had to do a small presentation to introduce our topic to the workshop tutor. At this point, I have most of my ideas clear, so I did not struggle to make this little presentation. The tutor has helped me to identify which points of my topic are not really clear yet and to know where I can focus my research on to get the maximum of the topic. After this session, I can say I know perfectly what I am going to do, so I can say I am really happy with this session.

This lecture has been on how to use our supervisors effectively, what it has been helpful because I did not know exactly how we are meant to use the supervisor and it has helped me to clarify some doubts. We have also given feedback from the module.

Week 14:

During this week workshop, we were presented with some guidance on how to prepare the topic proposal. After this, we spent the rest of the workshop trying to find relevant articles and information for our piece of work. Now that I already have my topic chosen and I have done some research I feel quite confident about my work.

The lecture was divided into two parts, the first part of it we had a talk from a guest speaker, he told us about his postgraduate job, and about the importance of this module on his job. After that, we had guidance from the lecturers on the different works we are going to do this year.

On Friday, we received our topic supervisor and I feel quite happy with this, as I´ve been lucky with the election and I feel like my supervisor could give me a big help.

Weeks 15 and 16:

During these two weeks, the objective was to start preparing the topic proposal which is due on the 27th of November. We received our supervisor last week, so my intention was to have my first supervisor meeting during these two weeks, this is why I emailed my supervisor as soon as possible and I arranged the first meeting in the 7th of November. This first meeting had a duration of around thirty minutes and it was beneficial for me. When I went to the meeting, I had my idea pretty clear and some articles that I had found useful, but I did not have the scenario created and I did not feel really confident on how to link my idea to a scenario. My supervisor helped me to create this scenario and gave me some useful tips on how to complete a quality topic proposal. These two weeks have been important for me as I have been able to get enough information and tips to create my topic proposal. After these two weeks, I am really confident about how I want to do my topic proposal and I have no doubts about my topic idea.

Weeks 17,18 and 19:

During these three weeks, the objective was to complete the topic proposal that was due on the 27th of November. I had the supervisor meeting the weeks before what allowed to have a clear idea of how to complete the topic proposal. I had some doubts during these two weeks that I solved emailing my supervisor and Susan. I did not know about the importance of the timescale on the topic proposal, and I felt like I was just focusing on proposing the idea and I did not give enough importance to this part of the proposal, but after having a conversation with Susan I realized about the importance of this part and I will focus more on it.

I feel quite confident about my topic proposal and I believe I did a good job while writing it. I included everything the proposal was asking for what makes me think that topic proposal was quite complete, including enough information to give a clear idea of the scenario of my question and the information that my piece of work is going to include. Overall, I feel really happy about how my topic proposal went, and I feel confident enough to start focusing on my final piece of work.

Weeks 20 and 21:

During these two weeks, my objective was to have a clear idea of how I am going to start my project and how I want to develop my topic. We had a lecture on ethics during the first week that I found really beneficial to have an idea on the topic because until that lecture we never had a lecture based on ethics and I believe it was useful.

The second week we have a session with Susan instead of the lecture, during the session she gave us tips and asked some questions to solve doubts on the project. This session was useful for me, it helped me to solve some doubts and it give me an idea on how to structure my coursework. During these two weeks, I have also done some research on my topic and found some useful articles that I can use. This has made me feel happy and confident because I am starting to see things are starting to work out. In conclusion, these two weeks have been really useful for me and I feel more confident than ever to continue with my project.

Christmas period (Weeks 22, 23, and 24) :

Christmas period has been tough in terms of the dissertation because it is important to remember that I have three exams right after Christmas, what has now allowed me to complete as much work as I would have liked. My objective during the period was to start writing because I already had a significant amount of research done in order to start writing. Therefore, I decided to focus on the introduction as the first thing to write, and I have been able to finish it.

I have to say that I was expecting to get some more work done during Christmas period, but the truth is I have not been able to find the time because I have struggled with my revision more than what I thought. I am still confident about my piece of work because I have my ideas clear, but I feel a bit more stress about the amount of work I have completed.

Exams period (Weeks 25 and 26):

During the two weeks of exams period, I did not have any time to do any work on the coursework because my first exam was on the first day of the period and my last exam has been on the last day of the period. I am really stressed because I feel like I am not meeting the deadlines I scheduled for my topic proposal, so I know the following weeks I must put some extra effort on the coursework if I want to meet my objectives.

Week 27:

This has probably been the busiest week for me so far in terms of coursework. The reason as I said is that I did not do enough work during the Christmas period and I was running behind on my timescale. First thing I did was to contact my supervisor in order to arrange our second meeting, and we both decided to do it next week, as that gave me some time in order to complete a significant amount of work and create myself more doubts and questions to get his help.

After this week I completed almost 25% of the coursework, the competition of this much amount of work has made me feel more confident and relief my stress. I did not find loads of difficulties on it because as it was the first part of the coursework and I had complete research done it was not hard for me to start writing.

Week 28:

The meeting I arranged with my supervisor was supposed to be this week on Friday, but the campus was closed due to the weather, so we had to rearrange the meeting for next week. It has been annoying for me because I had some doubts I wanted to solve in order to keep going with my report, but at the same time, it has let me some more time to keep working and find out more questions or doubts to discuss with my supervisor.

This week we did not have a lecture, so that hour was free for independent study, but the tutorial was really useful to understand the criteria for the coursework and for the reflection. This tutorial was probably the most useful we have had in my opinion because the criteria is something essential that I do not understand completely for certain assessments so for me it was a big help and a relief at the same time.

As we had Friday off this week due to the weather I took advantage of this situation and kept working on the coursework. I had face some difficult situations as I am not sure on how to structure the report. I believe the content I have been including is rich, but I have doubts on how to structure the information. I have also encountered some trouble in determining which information I need to include, and which information is not necessary. Overall, I am still happy on how things are going on and I am hoping to resolve my doubts during the meeting with my supervisor.

Week 29:

This week has been key for the process of my report, as I commented last week I was struggling with the structure and the information that I needed to include in each section of the report, but during the meeting I had with Bola I solved all of these doubts, what has allowed me to keep writing the report smoothly and has also made me relieve the stress I was feeling due to these doubts. After this week I can say I am confident in writing my report and I believe the final report could be what I was looking for since September.

Weeks 30 and 31:

These past two weeks have been intense for me as my intention was to complete the report to discuss final doubts with my supervisor and complete the reflection during week 32.

I have to say that things have not gone as smoothly as I thought after my second meeting with Bola, and I have encountered some doubts and difficulties while writing the report that I am hoping to solve next week during my meeting.

As I see the deadline of the assessment closer I am becoming to stress a bit more and I keep asking myself if I am doing things right, but in terms of the timescale I prepared for my topic proposal I am almost meeting every deadline what makes me feel confident.

Week 32:

At the beginning of the week, I was about to finish the report, I just had some doubts I needed to solve on my last meeting with my supervisor. During the meeting, I presented Bola my introduction as I thought it was one of the weakest sections on my report, and together we discussed which improvements could be made to make it look better. I also had some doubts on how to critique the sources on the relevance and reliability question, but all doubts where solved after Bola gave me some advice.

After the meeting, I completed the changes and I used the advice that I obtained from Bola to complete the relevance and reliability section. At the end of the week, the report was finished.

Currently, I feel happy because I have managed the deadlines efficiently to finish the report and, but I still have the feeling I could improve some points of the report, so from now until Wednesday my objective is to try to improve the weaknesses of the report and write the reflection.

Chapter 1 Introduction

Coursework is work performed by understudies or students to learn. Coursework might be indicated and doled out by instructors, or by learning guides in self-educated courses. . In education, Course is defined as a specific path that something follows or the way in which something develops. Composed work done by student amid a course of concentration is typically evaluated towards final grade or final evaluation in the examination.

In colleges, students are generally required to perform coursework to expand information, upgrade look into aptitudes, and exhibit that they can talk about reason and build viable results from educated hypothetical learning. Once in while coursework is performed by a gathering with the goal that students can learn both how to function in gatherings and from one another.

According to Angela Trepanier, Coursework is a down-to-earth work or concentrated assignment done by a student in fractional satisfaction of a degree. Activities, fieldwork, plan contemplates long articles and so on establish coursework. The idea of work that requires to be done relies upon the course. It is to a great extent a piece of learning exercise and a stage to set you up to deal with the required work/assignment successfully and effectively. A coursework is intended to reflect comprehension of what has been educated. How well you comprehend it and apply it in various circumstances. Your own contemplations and state of mind about a subject is reflected in your last work. As referenced before nature of coursework is assorted. Organizations may make you to compose (articles, paper, research project, proposal, and so on) or make something (mold, are, and make related things) or step through some type of examination. Every one of these exercises done as a coursework grant you checks or evaluations which are tallied to assess your general evaluation for a specific course or reason. Your imagination, understanding, inventive perspective, ability, and so on are reflected in the work done by you. Probably the most broadly utilized type of coursework incorporates propositions, expositions, examine paper, and research project the extent that composing is concerned.

In the present setting, research term inquire about indicates all exercises occupied with by expert practices and activities in quest for information, paying little attention to train.

Over two decades back, Boyer (1990) contended for a meaning of research that went past the customary comprehension of research as disclosure and incorporated the ideas of coordination, application, and educating. It is with reference to this critical work that the term research will be utilized for the rest of this record. The term research should to likewise be comprehended to incorporate an expert promise to maintaining guidelines of scholastic rigor and honesty.

Coursework is to develop student’s comprehension of research paying little attention to train, professor’s dimension, or class size. It gives data on the educators, the gathering that wrote this report; the structure made by the teachers for planning course content in manners that upgrade student’s comprehension of research; suggestions for the University on the most proficient method to advance the incorporation of investigation into coursework; and educators who have built up a part of a college class to improve student’s finding out about and commitment in research. While this document is gone for individual educators, it will have more prominent effect if departments, program executives, and Faculties additionally counsel it amid educational modules and program arranging activities.

As indicated by John E Murphy (1999), How Coursework is necessary for research; it can be replied by reading the investigation surveyed by john coursework and experiential exercises of students to decide the job of research in training. Most projects required coursework in research approach, measurements, and medication data and writing assessment, with research philosophy required least. The importance of research is to characterize an issue, accumulate information methodically, translate the information, and report results. We trust that research abilities can improve the expert vitality and help guarantee that these experts are equipped for managing changes in science and practice.

An investigation was performed roughly 10 years back to decide the current job of research in instruction. The outcomes uncovered significant variety among various projects with respect to courses and experiences, however demonstrated agreement among respondents that introduction to research about standards should be a piece of the educational program. Just about a large portion of the schools and universities required a course in research strategy. Not exactly half required some sort of formal research, and these activities were frequently not given a letter grade.

1.1. Statement of the problem

The study aims to investigate the views of PhD students about the impact of coursework on PhD student’s research skills. To find out the relationship between impact of coursework and research skills of students in PhD programs have remained an issue at higher level education in Asia.

1.2. Objectives of the study

Goals of the investigation were:

1. To investigate the impact of PhD coursework on students research skills.
2. To compare students opinion about impact of coursework by employer institution.
3. To compare students opinion about impact of coursework by teaching experience.
4. To identify related problems to conduct a PhD coursework.
5. To give suggestion for improving impact of coursework on PhD students research skills.

1.3. Research questions

1. What is the impact of coursework on PhD student’s research skills?
2. What are the student’s feelings about effect of coursework by employer institution?
3. What are the student’s views about impact of coursework by teaching experience?
4. What are the main problems related to conduct a PhD coursework?
5. What are some suggestions for improving impact of coursework on PhD student’s research skills?

1.4. Delimitation of study

This study was delimited to

1. The male and female students of PhD in education department located in Multan and Bahawalpur.
2. This study was conducted only from students of education department.

1.5. Significance of study

This study may contribute and develop a better understanding about impact of coursework on PhD students. This study presents a view about how coursework can affect the student research skills at PhD level of education. This study proves beneficial and fruitful for development of coursework in order to create research skills in students of PhD program. This study may be helpful in the future to understand all problems related to coursework and failure of developing practical research skills among students. This study can be supportive to education departments to introduce coursework related to research skills development in students by practical application. Because Education is the basic need for the development of student’s personality and for the better utilization of resources. For this propose, this study may be helpful for developing coursework of PhD students by need of future. The present study would be helpful for further research studies in the era of development of coursework at PhD level.

1.6. Research procedure

Research methodology was descriptive in nature. Data was collected through qualitative approach by interview as well as questionnaire. For this purpose interview and questionnaire was developed after literature review. The population of this study was all students of PhD education 2016 and 2017 batch at Bahhudin Zakariya University Multan and Islamia University Bahawalpur. Interview was conducted form each and every student and prepared notes about their response. Interview consists of 14 questions that were asked from respondents. The questionnaire was distributed among students of PhD education. Further it would be a Phenomenological study. This means that a study was made to make the researcher understand the nature of study and describe their own point of view and personal opinions about researching Phenomenon. Data related to interview was analyzed by questionnaire, description and also to find out frequency and percentage to make relationship in responses.

1.7. Definition of terms

PhD

A PhD is a degree granted to individuals who have done propelled research in a specific subject. PhD is a shortening for ‘Specialist of Philosophy’.

Coursework

Coursework is composed or viable work done by student amid a course of study, for the most part evaluated so as totally towards a last imprint or evaluation. (Merriam Webster, 1890)

Research

Research is characterized as a careful consideration of study in regards to a specific concern or an issue utilizing logical techniques.

As indicated by the American humanist Earl Robert Babbie, ‘research is a methodical request to depict, clarify, anticipate and control the observed phenomenon. Research includes inductive and deductive techniques.

Research skills

The aptitudes required to look for answers to questions, to develop contemplated contentions or hypotheses dependent on proof and to expand understanding in a specific field of request.

There is plenty of research undertaken on the subject of public surveillance and that within the British education system. Lyon’s theory of the ‘card cartel’ focuses on the fundamental changes it creates for the definitions of ‘citizen’ and ‘state’ as well as the relationship between these two concepts. He uses Marxist theory to argue that identification gives the bourgeoisie, the middle- and upper-classes, power over the proletariat, the working class (2009). Using the example of a passport, he argues identification documents are a form of regulation as it can be used to monitor movements (Lyon 2009). Taylor puts this into the context of education, discussing the use of fingerprint identification and closed-circuit television (CCTV) in British schools in order to argue that schoolchildren are becoming increasingly watched, stating that 85-90% of British schools have CCTV (2013: 16). Rovai advocates for the use of identity cards on the grounds that they help create a sense of community, establishing an association between students, especially distance learners, and the university (2003). Despite the large foundation of research into surveillance in education, we identified a noticeable gap in research papers in the field of identity cards specifically as well as the student experience. Arami, Koller and Krimmers’ paper it explores a pilot project of multifunction student identity cards at Vienna University of Economics and Business Administration in 2000 (2004). The identity card in this project was the ‘power card’ and its functions include allowing students to photocopy, open doors, access student records as well as acting as a form of identification. Their research found that 88.9% of the students they asked were overall satisfied with the card (Arami, Koller and Krimmer 2004: 6). However, this research does not take place in Britain and does not focus solely on education but instead the entire public sector of Austria. Therefore, we decided to research into the use of identity cards in higher education focusing on the student experience. We decided to conduct the research at Queen Mary University as this is the higher education institute at which we study, making our research more accessible. Queen Mary University requires students to carry with them their student card on campus, it is used for examinations, registration, access to buildings and to take out library books (QMPlus, 2019). Failure to produce this card can result in being forced to leave a building or even campus. Carrying an identity card is a concept which has been normalised despite the heavy impact it has on the everyday life of a student at Queen Mary University. Our research question asks how the use of identity cards impacts a student’s experience. This area of research is important because the normalisation of identity cards can lead to the creation of a ‘culture of suspicion’ by introducing the compulsory carrying of proof that a person belongs there (Lyons 2009: 70). In the context of higher education, in which a large proportion of the working class is already pushed away by the high costs associated, an atmosphere of inclusion is necessary and mandatory identity cards could be a move away from this. Our research aims to examine the impact of identity cards on student life in higher education and the possible wider implications of this.

The methodological approach we decided to take was one which collected qualitative data as our research question is aimed at investigating experience which could be difficult to represent in quantitative data. Our methodological approach was also a post-structural one, meaning it investigates the source and impacts of social structures and with this, power relations and the discourse surrounding in (Wright, 2004). In the context of our research project, the social and power structures we wished to examine was that which is created and maintained through the everyday surveillance implemented by identity cards. A phenomenological approach, one which believes social meaning is produced and reproduced by individuals (Kafle, 2011), was also utilised as we wanted to explore the extent to which the normalisation of security is reproduced by students. As well as this, as much as we could we employ the use of reflexivity to ensure that as researchers we are critical of power structures or bias which may be involved to ensure good quality and ethical results (Guillemin and Gillam, 2004). My group decided that, since our research aims to examine experience, a key focus of our research should be interviews. Interviews are a conversation in which the researcher attempts to draw out information from the interviewee to create a window into the life of another by drawing out a narrative of opinion and first-hand experience (Valentine, 2013). We then chose to do semi-structured interviews, interviews which follow a general path but are not as rigid as structured interviews, as it ensured that we would cover the topic needed without halting the natural flow of conversation (Longhurst, 2003). The questions which we chose covered demographics and the themes surrounding identity cards which we wanted to analyse. We ensured that as many questions as we could were open-ended so that the interviewees’ answers were not limited. We also made certain that none of our questions were leading to make sure the information collected was genuine. Whilst interviews do provide in-depth detail, they only provide information about a small proportion of our research population, the student body. In order to get more information about the general student consensus, we decided to utilise online surveys as they collect a wider dataset than interviews, if less detailed (McLafferty, 2016). We shared our surveys online using social media as it was the most efficient method to get our surveys out fastest and our research population, students, are highly likely to use social media. Online surveys are cheap, widespread and do not take up the time of the researchers like a face-to-face survey would do (McLafferty, 2016). However, they do not ensure that the respondent is part of our research population and exclude those who do not have access to the internet, potentially discriminating against those from a lower-income background (McLafferty, 2016). Another method which we adopted was ethnography, the researcher observing, and sometimes participating in the place of research in order to gain immersive experience (Wacquant, 2002). I decided to conduct auto-ethnography, situating myself as my object of research and my surroundings as my place of research as I am a student who regularly experiences the use of an identity card. Auto-ethnography provides a narrative of the research object as well as internal justifications for actions and opinions however it can be difficult to treat oneself as an object of research and as Hamilton, Smith and Worthington point out, there is potential for the researcher to subconsciously project their research onto their surroundings which changes the course of the narrative away from the object (2008). Lastly, a method which was used was research into both visual and textual representation of identity cards and their use in the higher education system as well as representation in historical documents and archives. Representation is both shaped by and shapes meaning and opinion, therefore, it was crucial to investigate the representation of identity cards and the higher education system to realise popular opinion of them (Hall, 1997). The historical data was used to analyse how this opinion has changed over time as well as how the process of normalisation has unravelled. Analysing this mass of data involved scrutinising the language in the interviews, surveys and representations to produce wordles as well as using the data to pick out themes and sub-themes of which to explore. Any quantitative data produced, such as from the survey, was analysed using charts and graphs to visually display the data from which patterns and trends could be spotted.

Whilst there were many themes and subthemes which could be discussed, there are three main themes which stood out to me in my research and I will examine these in analysis; the indifferent attitude with which students treat identity cards, the active role which students play in their own surveillance and the exclusion which identity cards bring with it. An unexpected but common theme which runs throughout the data is student apathy towards the security and privacy issues associated with identity cards on campus. This was especially clear in the survey in which the students expressed that they had no particularly strong feelings towards this subject. In fact, when asked “Using one word, how does using an ID card make you feel?”, 5 participants used the word “nothing”, whilst 2 used the word “fine” and 2 used the word “indifferent”. This theme continued throughout the survey, with a common answer being “Neither agree/disagree” when asked whether they agree with something. This attitude can also be found in the interview transcripts with interviewees with one interviewee stating “Oh, I don’t think I have any opinion on ID cards being used to register into lectures, I’ve never really thought about it before”. However, after discussing it with the interviewer they ended their statement by exclaiming that “I suppose I do have an opinion on it now”. During my analysis, I have come to believe that this nonchalant position is a symptom of the normalisation of security both in higher education and in society in general. This is supported by my research into representation as I came across an article by the school newspaper on the school library that contains an image of the barriers at the entrance which require an identity card to pass. This, in comparison to the article I found as a part of my archival research in which Identity cards were rejected in the Republic of Ireland due to “concern about privacy implications” (Reilly, 1996), shows the extent to which security has become normalised. There is not even a mention of the barriers which require a card in the article whilst the idea of an identity card was outright rejected in 20th Century Republic of Ireland, it is simply presented as a normal part of life at Queen Mary University. In terms of the student experience, this data shows that monitoring and security concerning student identity cards have become so normalised that students have become indifferent and it has become accepted as a part of student life.

Another theme which I will analysis is that the data suggests that students have become active players in this security surrounding identity cards. The most surprising data which came up in this theme was auto-ethnography, during the auto-ethnographic period in which I analysed my use of the identity card I realised 10 minutes into my 20-minute walk to the university that I forgot to bring it with me to a lecture. The choice I was faced with was whether to return home and retrieve my identity card making myself late or to arrive on time without it unable to register. Interestingly, I chose to go back and get it, knowing I would make myself late. I prioritised the university knowing I was at a lecture over actually being present in the lecture for the whole period in which my lecture was. This form of self-regulation revealed in my auto-ethnography presents the depth to which normalisation affects behaviour. It has become so ingrained in me to carry my identity card with me that, unprompted by the power which regulates this rule, in this context the university, I changed my behaviour with potentially negative consequences to my education in order to yield to the security rules on campus. This theme was consolidated by the article as it is an article produced by students for students to read and it reproduces the message by the university that security on campus is normal. Students who write for this platform are using it to reinforce the normalisation of campus security limiting access to buildings. The student experience of and relationship with identity cards is, therefore, one which is symbiotic as the student manipulates their behaviour around the identity card as much as the identity card does.

Exclusion is also a common theme which can be found throughout the data, as Lyons states “Identity and identification establish and signify relationships of similarity and difference” (2009: 66), in the context of our research identity cards create a barrier between those who are at the university and those who are not. This visual barrier can be seen in the article, with the library physically divided with a barrier which separates those who can enter and those who cannot (Image 1). However, when discussing the topic of identity cards being used for registration the exclusion arises not between those who can and cannot afford to go to university but between those who can go to lectures and those who cannot due to other commitments, such as employment or family requirements. The interview with the lecturer expands on these ideas with them saying that students “have quite little control over the hours of work they are given”, “Might not be in a financial position to say no to this [work]” and sometimes may have to “prioritise working over going to that lecture”. Using identity cards to register tracks attendance and flags up those who miss lectures without considering that they might be less able than other students to attend lectures. Our research has advanced this area of research by examining an area which has previously only been done in Austria as well as the suggestion that it is students themselves which help to reproduce the impacts of identity cards on campus privacy and security.

To conclude, identity cards play a major role in student experience, privacy and security. They are a part of a normalisation process in which security on Queen Mary University of London’s campus is no longer questioned to the point where students self-regulate and reproduce these ideas. Students’ privacy is being threatened as cards are used to register them in order to digitally track attendance, regardless of the fact that some students are less able to attend, creating a culture in which the cards are exclusionary. This is consolidated by the fact that they provide access to certain buildings. However, this process has become so normalised that students are no longer aware of it and in our research showed indifference to the cards which monitor them throughout their higher education experience. Within wider discourse, this research provides a narrative case study in an area which had previously only been examined in Austria and raises questions within higher education as to the extent to which students can be and should be surveilled.

Bibliography

1. Arami, M., Koller, M. and Krimmer, R. (2004) ‘User Acceptance of Multifunctional Smart Cards’, European Conference on Information System, 18, pp. 1-10.
2. Guillemin and Gillam (2004) ‘Ethics, Reflexivity, and “Ethically Important Moments” in Research’, Qualitative Inquiry, 10(2), pp. 261-280.
3. Hall, S. (1997) ‘The Work of Representation’, in Representation: Cultural Representations and Signifying Practices, Hall, S. (ed.), Sage Publications, London, pp. 13–75.
4. Hamilton, M. L., Smith, L. and Worthington, K. (2009) ‘Fitting the Methodology with the Research: and exploration of narrative, self-study and auto-ethnography’ in Study Teacher Education, 4(1), pp. 17-28.
5. Kafle, N. P. (2011) ‘Hermeneutic phenomenological research method simplified’, Bodhi: An Interdisciplinary Journal, 5(1), pp. 181-200.
6. Longhurst, R. (2016) ‘Semi-structured Interviews and Focus Groups’, in Clifford, N., Cope, M., Gillespie, T. and French, S. (eds.), Key Methods in Geography, Sage Publications, London, pp. 103-115.
7. Lyons, D. (2009) ‘Card Cartel’ in Identifying Citizens: ID Cards as Surveillance, Polity, Cambridge, pp. 63-83.
8. McLafferty, S. L. ‘Conducting Questionnaire Surveys’, in Clifford, N., Cope, M., Gillespie, T. and French, S. (eds.), Key Methods in Geography, Sage Publications, London, pp. 77-88.
9. QMPlus (2019) ‘Student Guide: Your ID Card’, https://qmplus.qmul.ac.uk/mod/book/view.php?id=674515&chapterid=77924, accessed 18 December 2019.
10. Reilly, J. (1996) ‘Privacy worry as ‘identity card’ plan denied’, Irish Independent, October 1, pp. 6. Available at https://www.britishnewspaperarchive.co.uk/viewer/bl/0001715/19961001/052/0006, accessed 31/10/2019.
11. Rovai, A. P. (2003) ‘In search of higher persistence rates in distance education online programs’, Internet and Higher Education, 6, pp. 1-16.
12. Tanatarova, E. (2016) ‘Mile End Construction’, The Print, 14 June. Available at: https://theprintnews.co.uk/2016/11/mile-end-library-construction/
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14. Taylor, E. (2013) ‘Surveillance Schools: A New Era in Education. In: Surveillance Schools: Security, Discipline and Control’ in Contemporary Education. Crime Prevention and Security Management, Palgrave Pivot, London, pp. 15-39.
15. Valentine, G. (2013) ‘Tell me about…: using interviews as a research methodology’, in Flowerdew, R. and Martin, D. (eds.) Methods in Human Geography: A Guide for Students Doing a Research Project (2nd edition), London: Pearson/Prentice Hall, pp. 110-126.
16. Wacquant, L. (2002) Wacquant, L. (2002) ‘Scrutinizing the Street: Poverty, Morality, and the Pitfalls of Urban Ethnography’, 107(6), pp.1468-1532.
17. Wright, J. ‘Post-structural methodologies: The body, schooling and health’, in Evans, J., Davies, B. and Wright, J. (eds.), Body Knowledge and Control: Studies in the Sociology of Physical Education and Health, Routledge Publishing, New York, pp. 19-32.

Are we seeing the end of public spaces

Public spaces take different visible forms, with different degrees of public access such parks, playgrounds,highstreet and open spaces. They have physical and conceptual importance in our society for they are an essential part in the social life of communities (Worpole & Knox, 2007 ). However, public spaces are being encroached as not everyone in this society has access through exclusion of certain groups and not feeling welcomed there. Also new and more accessible public places are forming like the Internet and more privatised public areas like shopping malls, possibly causing the end of traditional public spaces.

One key part of public space is that these areas are accessible to the general public. The classical view on public spaces was more where citizens gathered in the city like in the agora in Ancient Greece (Koch and Latham 2011). It can be argued that nowadays the public areas like a market are not as vital to people as other places seem more attractive. Another reason why the public areas are not as vibrant, is due to exclusion to theses places. Though exclusion of social groups have occurred throughout history from black people being excluded during the Apartheid and women not allowed into some public spheres (Houssay-Holzschuch & Teppo, 2009).

Currently the rise of defensive architecture to ‘safeguard’ public spaces but the question arises that the area is now not actually public places (May, 2014). One way these areas are achieving this is by making benches more uncomfortable by putting more armrests down thus to prevent people lying down on them. Another way homeless people are removed from public areas is by using surprised sprinklers making the ground deliberately wet to exclude people from resting there.So it means that homeless people are being forced out of those places, purely because of their situation and the lack of shelter. Privatisation of areas are forcing out the marginalised in society, due to the need for more capital gains. As Mitichell points out that public spaces “are-too often privatised” through gentrification (Mitchell and Staheli,2009: p.512). The ones that suffer the most from these developments are the poorer people and the homeless these places are becoming more affluent and are forced out due to their financial position.

In contrast to the previous point, the amount of public spaces and the value of these areas has increased. Open spaces are still being developed and protected, these areas like parks and high streets provide welfare benefits for the public. As in the research paper, one of the key findings was that public spaces give people a ‘ feel good’ buzz and therapeutic enjoyment (Worpole & Knox 2007). Parks and high streets provide services and enjoyment for the majority of the public. As children and elderly people can use parks to rest in nature but also to explore and play. There is not equality in these places as young people’s and children’s needs in an area are overlooked (Worpole & Knox 2007).

There has been a decline in public spaces due to there being more choices on where people can interact with one another. So the importance of traditional public spaces like parks are decreasing while new forms are emerging. As the Internet is becoming a more popular public forum as most people have access to the internet. Thus there is less physical exclusion and its quicker to communicate through the internet. As in the past people would value the open spaces as a key place to socialise. So in this sense the traditional values of public space has gone down and subsequently the use of them. Nevertheless there is still some popularity for public spaces like natural parks, as people still find them useful and attractive. As it pleasing for the city dwellers to have some space to enjoy nature. London is a particularly green city with the newest development being the Queen Elizabeth Olympic Park which provides lots of biodiversity with: rivers, waterways and The Great British Garden. The benefits of this development as it now attracts more people to use this public space and to enjoy the wildlife.

To conclude, public spaces have changed physically over time from being markets and businesses to more leisure and relaxing like parks and high streets. Also the value of public spaces has changed as people don’t need to always go to those areas. So, as the importance of the parks and town centres goes down there is a feeling that public spaces as we knew are ending as well. To an extent that’s true as not as many people may regard these places as important. Due to the emergence of the internet which can be seen as a public space, where the issue of exclusion is less than in traditional public spaces.Though I don’t see the end of public spaces more a change what defines an area as a public space.

Bibliography

1. Houssay-Holzschuch M. and Teppo A. (2009) A mall for all? Race and Public Space in post-apartheid Cape Town ​Cultural geographies 16 ​,​ ​pp351-379.
2. Koch, R. and Latham, A. (2012) ‘Re-thinking public space: accounts from a junction in West London’, Transactions of the Institute of British Geographers, 37, pp. 515-529.
3. May, J. (2014) ‘Exclusion’, in Cloke, P., Crang, P. and Goodwin, M. (eds) Introducing Human Geographies (Arnold, London), pp. 655-668.
4. Mitchell, D. and Staeheli, L. A. (2009), ‘Public Space’, in Kitchin, R. and Thrift, N. J. (eds).
5. International Encyclopedia of Human Geography (London, Elsevier), pp. 511-516.
6. Worpole, K. and Knox, K. (2007) ‘The Social Value of Public Spaces’ ​Joseph Rowntree Foundation​, York pp. 1-16.

His last vital breath, Frantz Fanon used it to dictate ‘The Wretched of the Earth’, his most famous work, prefaced by Jean-Paul Sartre. The doctor, suffering from leukemia, knew that he had only a few weeks left to live. In this testament published in France in 1961, in the midst of the Algerian war, and immediately banned for undermining state security; Frantz Fanon wanted to “create a new man”. His book develops two major themes: the necessary and spontaneous violence and the birth conditions of a new nation.

And it is precisely the role of violence, the collective violence as a form of protest struggle, in which this transformation must operate. According to Fanon, only violence can detoxify colonized’s alienated consciences, and the violence of the colonial rule.

The originality of Fanon is therefore to defend that the movement of emancipation, which vector is violence, can produce a double liberation: psychic at both the individual and collective levels. The pivotal argument for his conceptualization of violence as a liberating violence is the following: the process of emancipation presupposes a necessary violence because it is through violence that alienation has been built.

As a result, this coursework will evaluate the positivity of violence as a revolutionary praxis toward a new humanity: in other words, I will question the possibility of finding a legitimacy of collective violence in the very idea of ​​praxis, namely, a material and social human activity of transformation of society, objective reality and man himself (Gerhart, 1997).

This paper will also argue that the line of junction is also a line of fracture: Fanon’s political theory, which sees violent praxis as the only path to the fabrication of new men and new humanity, is indeed in tension with its clinical analyzes. Our analysis will be done in the light of Fanon’s dual posture: that is to say, the committed intellectual who has fervently supported the struggles of the Algerian resistance, and the psychiatrist who, in Algeria, treated men and women deeply marked by this violence.

Violence as a revolutionary praxis for Fanon toward the subjective creation of a new man.

To begin with, in Fanon’s view, colonization has always been violent, and represented by bloodthirsty authorities, so the only way to emancipate is to use violence in return. Violence is only one answer to another, the colonized is the creation of the colonizer.

In the first chapter Of Violence, Fanon attributes to the colonial world, two principal determinations: it is a compartmentalized and a manichean world. In colonial regions, unlike colonizing countries, there is not intermediary in the power relations between dominant and dominated, no institutional relays to push relations of domination for consent. More precisely, violence plays the role of this intermediary.

In this manichean organization, the native is the man who has no values, who is ‘impervious to ethics’ (p.11): the language of the colonist when he speaks of the colonized, can go as far as dehumanization and animalization. Fanon repeatedly describes the recurrent zoological terminology in colonists’ language to describe colonized people (Gendzier, 1973).

Furthermore, Fanon notes that both colonial and colonized worlds are irreconcilable, he deduces the impossibility of peace as long as colonization persists. The colonial edifice is indeed possible only by the total negation of society and the colonized individual. The colonized are thus forced to emancipate themselves to get rid of the meaning of colonization. As settlers are not ready to give up their interest and privileges, political violence is needed (Hudis, 2015).

The parallel between psychiatric alienation and colonial alienation is one of the foundations of Fanon’s thought. He defines colonialism as being, above all, a devastating psychic state. The colonization is a violent system affecting the values ​​of the populations, makes them sick, alienated, inhuman, without identity, greedy and envious. Therefore, in order to defend themselves, all that remains for them is to reverse the course of events and finally use the same weapon: violence.

Fanon’s work penetrates the psychic and cultural meanders of colonization, its mechanisms of hybridization and mimicry. In his book Black skin, white mask, his pages on the desire for lactification illuminate a social and public health problem: these black women desperate to whiten their skin sign of alienation. As a black young woman, I have experienced and seen the problem of colorism within the black community but before reading Fanon, I was not able to see the alienation dimension. It is common that the more the dark of your skin is, the more you will be subjected to critics. Consequently, the only option you have is to use products to make your skin lighter and to be more close to occidental criterion (BBC, 2018).

The process of emancipation toward the creation is realized through the revolutionary praxis. Without this latter, there is no possibility of internalized violence reorientation of the colonized, nor the possibility to reverse internalized polarity. The internalized violence reorientation becomes a real political weapon. ”The challenge now is to seize this violence as it realigns itself. Whereas it once reveled in myths and contrived ways to commit collective suicide, a fresh set of circumstances will now enable it change directions”(p. 20-21).

Ultimately, this violent praxis is a collective violence that will demystify in the sense of a destruction of individualistic and selfish values ​​in favor of the individual fusion in the collective struggle, toward the national liberation. How does collective violence succeed in this tour de force of being the place of emancipation, in other words a place of transformation of an internalized violence into the creation of the new man?

Violent praxis would be the only truly operative form of action for the fabrication of the new man because without it, there is no possibility to reorient the contained violence of the colonized, no possibility of reversing the polarity of this internalized violence, which means the failure of emancipation. Violence in this sense becomes the cement of the group, and takes the individual from his individual concerns to his existence in a collective group.

The fabric of a new man is thus effected by the concrete and psychic integration of a collective, which gradually takes the form of a national consciousness (Hurdis, 2015).

Lastly, I would like to question the creation of the new man in comparison with the clinical analyzes proposed by Fanon in the last chapter of ‘The Wretched of the Earth’.

The new man in question: evaluation of the violence positivity in regards to Fanon’s clinic.

The positivity of violence as a revolutionary praxis which leans on the thesis of the new man creation seems in appearance quite difficult to put in coherence with the interest of the psychiatrist Fanon for war neurosis. Fanon’s clinical cases at the end of his book show how violent the praxis is and correlative to many pathologies, particularly in relation to psychotic behaviors. He distinguishes in particular three types of pathologies linked to violence. The violence that has been deep engraved within the subjective structure is not only the source of collective emancipation, but also of irreversible damages to personal integrity (Jha, 1988).

When colonized people rebel, the bloody and inhuman climate of war causes other mental disorders said to be more specifically reactionary. This phenomenon common to all wars has often been studied but Fanon considered it to be more violent in the case of a colonial war which is, he says, is a true genocide (Gerhart, 1997).

The description of the clinical cases that Fanon have treated is in this sense, enlightening to grasp the implications of war violence in the subjective structuration of individuals. It seems, then, that the fabric of the new man in violent praxis is also leaning on a series of lesions of subjective identity directly correlating with violence. The disorders observed are gathered into various categories: on the one hand, the disease has declared itself directly after a traumatic event, in the other hand, the general atmosphere of war, because it disrupts the way of life causes troubles.

There is also this tension between the psychiatrist and the intellectual Fanon in his concerns about the totalizing nature of such violence; it is, however, the counterpart of this subjective creation that is accomplished in and through violence : “This violent praxis is totalizing since each individual represents a violent link in the great chain, in the almighty body of violence rearing up in reaction to the primary violence of the colonizer” (p 50).

Once the struggles have reached the fulfillment of their political ends, the problem of pacification arises. A visionary aspect can be recognized in Fanon’s work, since it predicts the emergence of the problem of minorities, that is to say the displacement of revolutionary violence towards identity struggles. For what he calls the ‘conscience of the people’, after being created by violent praxis, becomes rebellious to all pacification. The fate of violence is therefore to reorient itself in new directions, and the risk is that it takes the shape of fratricidal struggles. The pacification of such violence appears to Fanon most complex especially because it has materialized in an “atmosphere of violence”, which “after having penetrated the colonial phase, continues to dominate national politics” (p. 75).

Thus, we can retain the implicit message of Sartre’s quotation in ‘The Wretched of the Earth’ preface: “The child of violence, at every moment he draws from it his own humanity. We were men at his expense, he makes himself a man at ours: a different man; of higher quality” (p. 24). If native population and colonization are defined by Sartre like true neurosis, on the other hand the new man who is born of violence will have to face the consequences of this violent praxis on his history to build.

To conclude, ‘The Wretched of the Earth’ is a text on the revolutionary violence, since Fanon himself was engaged in the Algerian struggles. This conjuncture text seems to me to be a relevant starting point for neutralizing moral judgment on violence praxis.

Fanon’s book which defends the thesis of a liberating violence, presents the interest of being at the interface between both political and clinical theory of violence.

In addition, I would like to return to the preliminary question, namely the legitimacy question of political violence when it takes the form of a revolutionary praxis. In the frame of Frantz Fanon’s thought and specifically the writing of ‘The Wretched of the Earth’, Fanon does not theorize a violence legitimacy but more precisely in the context of decolonization struggles, the necessity of this violence. To this end, he proposes a historical and materialistic analysis of violent praxis as a vector of subjective transformation and collective liberation within an energetic scheme. In this paper, I have tried to argue that the tension of this analysis with his clinical approach to war neurosis makes it impossible to extrapolate a priori the scope to others contexts. The author’s goal is not theoretical research on mental illnesses, he aims above all, to provide an additional argument to his enterprise of struggle against colonialism and its perversions.

This proofreading leads us to recognize the vitality of a psychiatric work that is inseparable from the political one. Frantz Fanon’s political action was directed against a major form of alienation in his eyes: colonialist alienation, and this action found a favorable field of application in Algeria.

We can not dissociate the two aspects of his action: revolutionary action and psychiatric action which are the constants of the same commitment.

Lastly, the reinterpretation of Frantz Fanon reveals to us today, as yesterday, the acuteness as well as the relevance of his view on the world evolution from the point of view of the colonized and the dominated. Half a century after its publication, his flagship work, ‘The Wretched of the Earth’, has not aged. His analyzes, in fact, anticipated the possibilities of negative evolution for oppressed people, despite the formal independence they were gaining access to. Fanon’s thinking and his language allow us to better analyze and better understand how and why, despite independence, we have witnessed the development of a neocolonialism, the very one against which Fanon warned the elites of decolonized countries (Youtube, 2016).

Bibliography

1. BBC. Wilson. C. (2018). Colourism: Do light-skinned black women have it easier in showbiz? [online] Available at: https://www.bbc.co.uk/news/newsbeat-44229236 [Accessed 3 Dec 2018].
2. Fairchild. H. H. (1994). The Wretched of the Earth in Contemporary Perspective. Sage Publications. (Journal of Black Studies, Vol. 25, No. 2) p.191-199
3. France 24. (2016). Does “la Françafrique still exist ?” [online] Available at: https://www.youtube.com/watch?v=QBds1wZxf0o [Accessed 21 Dec 2018]
4. Gendzier. I. L. (1973). Frantz Fanon A Critical Study. (Wildwood House Ltd, London). p 193-206.
5. Gerhart. G. M. (1997). The Wretched of the Earth by Frantz Fanon Review. Council on Foreign Relations Stable, (Gerhart Source: Foreign Affairs, Vol. 76, No. 5.)
6. Hurdis. P. (2015). Frantz Fanon Philosopher of the Barricades. (Pluto Press, London). p 111-140.
7. Jha. B. K. (1988). FANON’S THEORY OF VIOLENCE: A CRITIQUE. (The Indian Journal of Political Science, Vol. 49, No. 3), p 359-369.
8. Majumdar, M. (2016). The ‘Wretched of the Earth’ – then and now, (International Journal of Francophone Studies, vol. 19, no. 1), p 95-103.

Introduction:

Both Coursework and dissertation are two important aspects that are used in the academic field for the completion of the academic qualifications. Both of them are used to evaluate the student’s or learner’s knowledge, skills and identify their academic progression and grades. Basically, In the academic level usually students have the choice to complete course either by Coursework or dissertations. In most of the universities or colleges students are given choice to complete degree either by coursework or dissertation and thesis

Coursework:

Coursework is a task assigned to students for the fulfillment of their academic requirements. As per the Oxford Dictionary coursework is “Written or practical work done by a student during a course of study usually assessed in order to count towards a final mark or grade.”

Some of the Examples of coursework are: folios of essays, art and craft items, speaking test, practical works, experiments or assignments and etc. [sources: planningtak]

Coursework are effective to Student because of various reasons:

• A well-designed Coursework help teacher to evaluate the learning capabilities and work done by the students.
• It helps students to understand their work and show their capabilities and what they learn from the specific module.
• It is an effective way to knowledge sharing way as it helps both of teacher and students to understand the specific module in a theoretical and practical way.

Figure 1: Coursework

Dissertations:

A dissertation, sometimes called ‘final year project’ or ‘thesis’ is a long piece of work i.e. research project done at the end times of Undergraduate or post-graduate studies or upper one. According to oxford learners dictionaries dissertation is “a long piece of writing on a particular subject, especially one written for a university degree”.

It is such type of work process where student chooses the subject in which they want to research and comes to a specific conclusion at the end of it. It is research on their own ideology and concept or in others’ work expanding or augmenting others ideas.

Figure 2: Dissertations

Figure 3:Similarities between Coursework and dissertations

However, coursework and dissertations, both are different but, in some case, they have some common elements. Both of them are used in the academic field for the completion of degree. Dissertations are done under the supervision of lecturers or professors and frequent review from teachers can be taken if students want which also needed for coursework if the professor wants. Coursework and dissertation play vital role for the marking and assessment of students for their modules and degree. Both of the them are used to find the capabilities of students and the work they have done based on their works. Grading or marks will be given according to task done in coursework and dissertations.

Benefits of Coursework and dissertations

In coursework, it helps students to understand their work and show their capabilities and what they learn from the specific module. According to “QCA Survey” reports out of 700 teachers 29 % percent teachers thinks Coursework can give a student more experience and helps them to gain skills in particular subject and areas while 25 % think that it make student to learn dept in one particular subject and 23 % percent teacher belief that it is easy to assessed student and is less stressful that 100 % marks exam at final of the year.

From the Research Study Conducted for the “Qualification and Curriculum Authority” from more than 700 subject head about the benefits of coursework on students. [Sources: QCA Survey]

Figure 4:QCA Survey done from over 700 subject heads [sources: QCA]

Coursework helps students to gain more experience and help them to build their skills in the specific subject. It also encourages independent learning. It will help students to work at their own pace as well motivating students. One of the mains benefits is that it will help students to learn the curriculum step by step over the years. Research and investigation skills will be developed and might be main asset for students. It also allows student to select the area of their own interest. It will provide less stress than having 100 % of the marks assessed by an exam at the end of the academic year. It also gives an opportunity for students to earn higher grade. It also removes the burden or relieves of exam pressure. It supports the pupils who have lower abilities. It also allows for redraft [Sources: QCA].

Figure 5:Benefits of Dissertation

In the other hand, dissertations had many significance and benefits. Student can present their research to others or people. Students need a detail with minimum 35 to 100 references in context of student chosen research project [Sources: educationandtrainingissues]. So, students will need to collect, read and analyze the facts and information for supporting their research project. It will show and improves the critical and analyzing thinking of students [Sources: educationandtrainingissues]. The main advantages and challenges of doing dissertations is that it will enhance and boost a wide range of skills, including project planning, project management, market analysis, swot analysis, time management, and possibly, skills to communicate with managers or customers in a real skills business world which student may develop through field worlds interviews, data collections and etc.[sources: Manchester Business School]. Student will obtain good knowledge is specialized areas. It will be demonstrated to students to show and develop their skills, abilities through clear and well-arguments, well-focused literature review, rigorous methods, in-depth analysis etc [sources: Manchester Business School]. Dissertation writing will help students to get better grades in academic writing [sources: all assignment help ].

Differences between Coursework and dissertations:

Figure 6:Differences 1

Figure 7: Differences 2

Figure 8: Differences 3

In most of the universities, colleges and institutions students have choices to complete their study either from coursework or dissertations and thesis. However, coursework and dissertation are used for measuring and completing of academic progress of students of certain level and degree, but there is a distinctive difference on both. Coursework is a short written or practical fixed task assigned by teacher or professor while a dissertation is a long piece of work that students have chosen by themselves as per their interest with no restriction on it until it breaks ethic to certain society, law, areas or etc. However, a professor might give a basic format for dissertations. Coursework is given with certain limitations, format and guidelines or even titles or questions but the dissertation has no limitations like coursework. Coursework answers is around certain areas or even exact to the teacher expected whereas a dissertation does not have exact findings or answers as dissertations is more unique and creative as compared to coursework. Coursework given by teacher will be given by relating specific module like Android, Api and etc. (Sources: softwarica college) as can vee seen in sample in below while dissertation depends upon student will or interest. Coursework does not require dept research and study due to its fixed requirement and format while a dissertation needed a lot of time. Students need to study books, articles and documents related to chosen topic of dissertations [sources: all assignment help]. Coursework boosts the skills relating to a specific area or module and acts as help for a dissertation in main project while dissertations may be done with the skills got from coursework

Planning and process while writing coursework and dissertations:

Doing coursework is a bit challenging task. Basically, there are specific steps that needed to follow while doing coursework effectively and efficiently. Coursework topic or questions initializing and then Discussing the topic or questions with the professor if required and later student Make a plan for the paper. Then students will Select the research method for the coursework. Then, the student will search for information for the coursework relating to its prescribed area or questions then, the student will create an outline and later draft a document and finalize the document by Proofreading and editing. [Sources: myassignmentwriting]. All this process needed to be followed b revolving around requirements and guidelines given by the teachers or professors. survey, collecting data, pilot studies, dealing with the problems with solutions, and preparing a final report. [Sources: www2.le.ac.uk]

Figure 9:Coursework process

While In the case of dissertations the case is totally different as it required proper research and documentation along with times the investment and data collection etc. The basic step and processes that needed to be followed are: Choosing an topic and preparing and proper proposal and getting its approval, After preparing research questions, creating a research plan, procrastination, realistic planning, being organized and methodological while conducting the research, undertaking the literature survey, collecting data, pilot studies, dealing with the problems with solution, preparing an final report.[Sources: myassignmentwriting]

Figure 10:Dissertation process

Challenges and problems student faces while doing dissertations and coursework

It’s not that while doing coursework and dissertation student does not face any challenges or problems, they have. Dissertation is a new challenge for student as they have never done this type of work before in the case of undergraduate. Getting access to data is another big challenge. As the dissertation will have fixed date of submission, so time pressure is also one of the main challenges. As, students choose their desired dissertation topic so learning the new skills and technique is also challenging. There might need a money for buying some items like: licenses for software, api’s and others, so financial status is also one of the challenges [Sources 12]. Choosing titles, and format and documentation is also one of the challenges. [Sources: urbangeekz]. Producing an appropriate quality of writing within the literature review is also challenging [sources: dissertation. laerd].

In another hand, doing the course is also a complicated task. Many challenges that student faces while doing dissertation, same challenges arises while doing Coursework. Time management issues, lack of information, lack of support, external issues & etc. are main challenges [Sources: Wizessay.com ]. The student needed to follow the guidelines, restrictions, format and other criteria as prescribed, to do coursework around it is main challenge that student face as marking and grading is done according to it.

Conclusion:

However, Coursework and dissertation has its own distinctive benefit and drawbacks but it plays important role in the academic field for the assessment of students. Coursework is designed for measuring the skills related to specific modules or areas while the dissertation will be based on research what students interests. Students need to do coursework according to specific format and criteria, in the other hand, there is no specific format for dissertations. Students need to invest lots of time in research, data collection, and finding information relevant to the topic along with certain planning while doing coursework there is no need for that as it has predefined questions, titles or task. A student might face many challenges but they need to tackle while doing by following the mentioned process both which will develop their skills, analysis, and creativity of students.

References:

1. Coursework | Definition Of Coursework By Lexico (2019) available from [1 October 2019]
2. Complete Guide To Coursework? | Definition, Meaning, Keypoints & Tips! (2019) available from [17 October 2019]
3. Dissertation Noun – Definition, Pictures, Pronunciation And Usage Notes | Oxford Advanced Learner’s Dictionary At Oxfordlearnersdictionaries.Com (2019) available from [2 October 2019]
4. Teachers’ Views On GCSE Coursework (2006) QCA. available from [4 October 2019]
5. Teachers’ Views On GCSE Coursework (2019) Qualification and Curriculum Authority. available from [4 October 2019]
6. Advantages Of Dissertation Writing In The Academics | Allassignmenthelp.Com (2019) available from [24 September 2019]
7. Characteristics Of A Dissertation (2019) available from [4 October 2019]
8. Why Should I Do A Dissertation In My Final Year At MBS (2019) MANCHESTER BUSINESS SCHOO. available from [1 October 2019]
9. Coursework Writing Is Easy If You Do It Right! | Australian Assignment Help (2019) available from [10 October 2019]
10. Planning And Conducting A Dissertation Research Project — University Of Leicester (2019) available from [24 October 2019]
11. Softwarica College Of IT And E-Commerce: Log In To The Site (2019) available from [5 October 2019]
12. Acknowledgments | Lærd Dissertation (2019) available from [26 September 2019]
13. Staff, U. (2019) Main Problems Encountered When Writing A Dissertation [online] available from [29 September 2019]
14. Problems You Face As You Work On Your Dissertation (2019) available from [1 October 2019]
15. How To Deal With Difficult Coursework | Essay Service – Fast And Cheap Online Writing – Wizessay.Com (2019) available from [1 October 2019]

Academic Writing

Academic writing is clear, concise, focused, structured, and backed up by evidence. Its purpose is to aid the reader’s understanding.

It has a formal tone and style, but it is not complex and does not require the use of long sentences and complicated vocabulary.

Each subject discipline will have certain writing conventions, vocabulary, and types of discourse that you will become familiar with over the course of your degree. However, there are some general characteristics of academic writing that are relevant across all disciplines.

There are two main types of Master’s Degrees – course-based (taught) and research-based. Course-based Master’s Degrees are based on course modules taught through lectures, lab work, seminars, or distance learning, while research-based Master’s Degrees requires student to carry out their own research project in a specialized field of study. Research Master’s Degrees normally take longer than taught Master’s Degrees to complete.

Coursework programs have a structure consisting of core, elective and optional units and require enrolment in these units, attendance for any timetabled classes, and completion of assignments. Some postgraduate courses are now available through online study and attendance is not required there. Most Coursework based Masters have a research element and may require completion of a minor thesis.

Research qualifications are awarded following the completion of a major thesis, which involves independent original research under the supervision of a senior academic. The students can be required to undertake some extra units to expand their skills, but this is decided on case to case basis. Progress on courses is assessed through reports from student/supervisor to relevant graduate studies committee, and not through required assignments.

Dissertation

Most undergraduate business courses and post-graduate MBAs require students to complete a dissertation. This is an extended piece – often structured like a report – which usually involves undertaking research or a project (this may be based your placement or previous work experience) as well as reflection on and discussion of that work.

The whole project and dissertation process can cause students a lot of grief. It differs from what most have previously produced in requiring more of most things – more research in greater depth, more reading, more time, more independence (students select their own topics and work on them in isolation), more planning, and above all, a more extended piece of writing.

As distinct from an essay, where you critically evaluate other people’s ideas, you will need to report on your own research or work and offer your own thoughts and interpretation. However, you will also need to include and critique the ideas of other writers in order to provide a theoretical framework for your own ideas.

Coursework

Coursework is a piece of assignment given to students that has to be done over the academic year and then handed in before official IGCSE examinations begin.

Coursework is part of the exam papers that you are taking, and they contribute to certain amount of percentage of your overall grade that you will get when exam results are announced.

Most authors avoid mentioning experiments with negative results. Meanwhile, such experiments, especially in the field of technology, are sometimes more instructive than experiments with a positive outcome. Technology is a science in which, unlike mathematics, it happens that a minus plus or minus gives plus. For example, the technological process has two significant drawbacks, but, nevertheless, provides the necessary product quality. If only one drawback is eliminated, then, as a rule, the process will fail and a defect in production will arise. In the article on any technological process, the author should consider the types of defects and methods for its elimination. The technologist grows into a highly qualified specialist if he investigates the causes of marriage in production and develops methods for its elimination. They cannot be identified with annotation, they have different functions. Conclusions should show what is received, and the summary what has been done. Conclusions cannot be too numerous.

Benefits of Dissertation

Writing a dissertation will enable you to enhance a wide range of skills, including; project planning, project management, market analysis, time management, and possibly, skills to communicate managers and/or customers in a real business world, which you may develop through fieldwork interviews for your dissertation.

Another advantage is that you will be able to obtain a good knowledge of a specialized area by doing a dissertation.

Benefits of Coursework

These coursework will immediate the coed to conduct their very own analysis, studying, and explorations on a given subject. A sequence of such coursework assignments can considerably broaden scholar’s data on the topic. It will also be a really helpful reinforcement of data that may assist college students in dealing with exams on the topic.

Class coursework are given by tutor to measure how a lot of data the coed has absorbed from the category room research. It’s an important suggestions loop for the tutor. If there’s a vital variety of college students performing beneath common on a selected coursework project, the tutor might resolve to repeat that part. Equally, the tutor might reinforce the data coated underneath that part by different means resembling a discipline journey or a video presentation.

Coursework taken on a normal foundation will help college students get acquainted with numerous necessities of writing. These embody essay format, coursework format, reference writing, and so on. Such familiarity may be very helpful for finishing extra stringent coursework resembling Advance placement coursework, AQA coursework, or coursework required by any examination physique.

It is a useful gizmo for use in imparting advanced data. As an example, a plant osmosis coursework carried out as a bunch project may be extra fascinating and clear than merely studying it from the textual content e book. Coursework requirement to jot down a course of essay on the take a look at can additional assist the coed develop into extra clarified on the topic.

Challenges

• Formulating a suitable Dissertation statement: the most challenging part of the dissertation and coursework is to identify the dissertation and coursework statement which state the purpose of research and the dissertation and coursework statement should attract opposing opinions.
• Finding relevant literature: Literature review provide a comprehensive analysis, discuss theories, published data and provide the historical assessment and identify the research problems. To identify the literature review of dissertation is very difficulty part where as it is easy to identify the literature review of course work. Many students do mistake while writing dissertation such as writing short summaries of literature, student expressing their own opinion on literature review, cannot do proper reference etc
• Find Data: Another challenge is to find reverent data to support the dissertation or coursework. Mainly there are two types data primary and secondary data. Primary data is collected using interviews, questionnaires, focus group etc which required finance and takes time. The data comes from primary source should be analysis carefully. Secondary data is collected by other incudes government data, non- government or telecommunication companies. The most difficult part is that to identify the relent data that support the argument. Both dissertation and the coursework used primary and secondary source of data to support the arguments.
• Planning and time management: This is most challenging parts of dissertation and coursework. Most students think that dissertation is a long period of time, but they cannot plain and manage time period properly because there are many things to do in dissertation. Coursework also has short time period but it is also difficult to manage the time period.

Bibliography

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