Glossary of Terms

Year 1 (90 Credits)

RequiredSP6146: Research Methods & Methodology

SP6146: Research Methods & Methodology

Semester 1 | Credits: 10

This module aims to give students a solid grounding in research methods. The topics covered include definitions of research, argument and logic, sources of information, tools for information searches, theory and practice of basic qualitative and quantitative research methods. The module will be conducted in a lecture format with recommended preparatory readings and practical exercises.
(Language of instruction: English)

Learning Outcomes

1. Identify research questions and design appropriate research strategies for specific political and/or social issues
2. Assess the applicability of qualitative and/or quantitative methods to specific research questions.
3. Arrange and construct the research process from posing a research question to analysing the collected data
4. Review and critically evaluate social science research methods and methodologies.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  BRIAN MCGRATH 🖂
  
•  NIALL Ó DOCHARTAIGH 🖂
  
•  BERNADINE BRADY 🖂
  
•  JACQUELINE MURPHY 🖂
  
•  GILLIAN BROWNE 🖂
  
•  ALLYN FIVES 🖂
  
•  STACEY SCRIVER 🖂
  
•  DANIELLE KENNAN 🖂
  

Reading List

1. "Social Research Methods" by Alan Bryman
   ISBN: 9780199689453.
   Publisher: Oxford University Press
2. "Introducing Social Research Methods" by Janet M. Ruane
   ISBN: 1118874250.
   Publisher: John Wiley & Sons
3. "The SAGE Handbook of Applied Social Research Methods" by Leonard Bickman,MS Debra J Rog
   ISBN: 9781412950312.
   Publisher: SAGE

RequiredSP6145: Research Paper

SP6145: Research Paper

15 months long | Credits: 20

The dissertation/final research project module shall enable the student to acquire the knowledge, comprehension, abilities and perspectives needed for conducting independent research. The module will allow the student to work under supervision while developing their writing, research, analytical skills and completing a research dissertation/final research project or research portfolio. The overall goal is for the student to display the knowledge and capability for independent work at postgraduate level.
(Language of instruction: English)

Learning Outcomes

1. Identify a critical research problem and translate this into a well-designed, applied and academic project of investigation and understanding.
2. Acquire a thorough understanding of the chosen subject area and the wider theoretical, policy and practice literature within which the subject is framed
3. Demonstrate an ability to organise, collate, critically assess and interpret data.
4. Demonstrate a capacity to effectively communicate new knowledge in a social scientific manner.

Assessments

• Research (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  HELENA CONDON 🖂
  
•  SU-MING KHOO 🖂
  
•  BRIAN MCGRATH 🖂
  
•  NIALL Ó DOCHARTAIGH 🖂
  
•  JACQUELINE MURPHY 🖂
  
•  NIAMH REILLY 🖂
  
•  ALLYN FIVES 🖂
  

Reading List

1. "Planning Your Dissertation" by Kate Williams
   ISBN: 9781137327949.
   Publisher: Palgrave Macmillan
2. "Succeeding with your Masters Dissertation: A Step by Step Handbook" by J Biggam
   ISBN: 9780335264483.
   Publisher: Open University Press
3. "How to Write Successful Essays, Dissertations and Exams" by C Mounsey
   ISBN: 9780199670741.
   Publisher: Oxford University Press
4. "The Dissertation Journey" by Carol M. Roberts
   ISBN: 1412977983.
   Publisher: Corwin Press
5. "Literature Review" by Diana Ridley
   ISBN: 9781446201435.
   Publisher: Sage
6. "Finish Your Dissertation, Don't Let It Finish You!" by Joanne Broder Sumerson
   ISBN: 9781118133033.
   Publisher: John Wiley & Sons

RequiredSP6135: Research Workshops I

SP6135: Research Workshops I

Semester 1 | Credits: 5

This module provides the opportunity for students to engage in a series of workshops relevant to the development of their research project. The workshops are led by academic staff with diverse and varied research experience. Possible workshop topics include academic writing, critical thinking, literature review, methods selection, and working with primary sources, along with workshops focused on specific fields of research.
(Language of instruction: English)

Learning Outcomes

1. Identify and access relevant resources and rigorously apply academic referencing conventions
2. Critically evaluate and synthesize scholarly information to develop a premise for research
3. Synthesize research findings and contributions to knowledge
4. Understand the development of a research question

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  CORMAC FORKAN 🖂
  
•  NIALL Ó DOCHARTAIGH 🖂
  
•  JACQUELINE MURPHY 🖂
  
•  ALLYN FIVES 🖂
  
•  STACEY SCRIVER 🖂
  

Reading List

1. "Principles of biomedical ethics" by Beauchamp, Tom L. and James F. Childress
   Publisher: Oxford University Press
2. "Qualitative research methods for the social sciences" by Bruce Berg
   Publisher: Pearson
3. "Ethical argument" by Hugh Mercer Cutler
   Publisher: Oxford University Press

RequiredSP6139: Human Rights and Social Justice

SP6139: Human Rights and Social Justice

Semester 1 | Credits: 10

Drawing on inter-disciplinary perspectives, this module provides students with an understanding of the international human rights system and social justice and human rights concepts and principles (such as dignity, equality, diversity and participation). It explores injustices experienced by children, youth and other social groupings, assessing the role of human rights in advancing social justice. Using illustrative case studies, the module familiarises students with the application of a human rights-based approach in response to contemporary social injustices affecting children, youth and communities.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate an understanding of the international human rights system, norms and principles.
2. Evaluate the complex discriminations and injustices experienced by minorities and socially stigmatised groups in Ireland.
3. Critically assess the role of human rights in advancing social justice.
4. Apply a culturally sensitive, human rights-based approach to contemporary social issues affecting children, youth and communities.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  CORMAC FORKAN 🖂
  
•  DANIELLE KENNAN 🖂
  

Reading List

1. "Human Rights" by Freeman
   Publisher: Polity Press
2. "Universal human rights in theory and practice" by Donnelly, J.
   ISBN: 978-080147770.
   Publisher: Cornell University Press
3. "Social Inequality" by Warick-Booth, L.
   Publisher: Sage Publications

RequiredSP6130: Programme Planning & Evaluation

SP6130: Programme Planning & Evaluation

Semester 1 | Credits: 10

This module is designed to enable students to consider two key components in the provision of child, youth and community services, planning and evaluation. Students will be introduced to a rigorous method of planning as well as how to engage in a systematic evaluation of these interventions. A major focus in this module will be to help students develop an understanding of the usefulness to practitioners in this field of using an evidence-based approach when working with children, young people and their communities.
(Language of instruction: English)

Learning Outcomes

1. Have the capacity to critically assess interventions in child, youth, family and community related social policy;
2. Understand the planning, implementation and evaluation cycle;
3. Understand the complexities of evaluation;
4. Have developed the knowledge of techniques and tools for planning/evaluation;
5. Understand the importance of ethics in intervention and evaluation work;

Assessments

• Continuous Assessment (40%)
• Research (60%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  CORMAC FORKAN 🖂
  
•  JOHN CANAVAN 🖂
  
•  GILLIAN BROWNE 🖂
  
•  ANNE EGAN 🖂
  
•  DANIELLE KENNAN 🖂
  

Reading List

1. "How are we doing: An Evaluation Resource for Foróige Staff" by Brady, B., Canavan J., and Landy F
   Publisher: Foróige
2. "Evaluating Family-based Services" by Peter J. Pecora
   ISBN: 9780202360942.
   Publisher: HOEPLI EDITORE
3. "Evaluation: a systematic approach" by Rossi, P.H, Lipsey, M.W., Henry, G.T.
   ISBN: 978-150630788.
   Publisher: SAGE
4. "Evaluating family support: thinking internationally, thinking critically" by Katz and Pinkerton
   ISBN: 9780471497233.
   Publisher: Wiley
5. "Everyday evaluation on the run" by Wadsworth, Y. & Wadsworth, Y.
   ISBN: 978-161132104.
   Publisher: Left Coast Press
6. "Reflective practice and learning from mistakes in social work" by Sicora, A
   ISBN: 978-14473252.
   Publisher: Policy Press

RequiredSP6140: Families, Children and Young People: Sociological Perspectives and Policy Issues

SP6140: Families, Children and Young People: Sociological Perspectives and Policy Issues

Semester 1 and Semester 2 | Credits: 10

This modules focuses on sociological perspectives and policy issues related to children, young people and families. The module will operate to a seminar format, built on discussion and analysis of key readings and requiring the full involvement of students. Discussion and analyses of theoretical, policy and research literature will be greatly enhanced by the diversity of professional and personal experiences that students bring to the module.
(Language of instruction: English)

Learning Outcomes

1. Understand key theoretical frameworks and concepts for thinking about families, children and young people
2. Effectively analyse and reflect on key issues in family life for children, young people and parents
3. Analyse key policies relevant to children, young people and families

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  JOHN CANAVAN 🖂
  
•  CARMEL DEVANEY 🖂
  
•  GILLIAN BROWNE 🖂
  
•  DANIELLE KENNAN 🖂
  

Reading List

1. "Irish social policy: A critical introduction" by Dukelow, F. and Considine, M.
   Publisher: Policy Press
2. "Family Theories: An Introduction" by White, J.M., Klein, D.M. and Martin, T.F.
   Publisher: Sage Publications

RequiredSP577: Community Development and Families

SP577: Community Development and Families

Semester 2 | Credits: 5

(Language of instruction: English)

Learning Outcomes

1. Appreciate critically the significance of ‘community’ within policy and the significance of communities within people’s everyday relations, interactions and supports;
2. Critically assess models and frameworks designed to intervene at community level, in historical and contemporary context;
3. Analyse the distinctive characteristics that have come to mark a ‘community development’ approach to welfare issues;
4. Understand the key challenges in mobilising local community effort;
5. Critically analyse the nature of ‘community’ with family support work and vice versa.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  NUALA DONOHUE 🖂
  
•  BRIAN MCGRATH 🖂
  
•  CARMEL DEVANEY 🖂
  
•  GILLIAN BROWNE 🖂
  
•  DANIELLE KENNAN 🖂
  
•  Fran Smith 🖂
  

RequiredSP6136: Research Workshops II

SP6136: Research Workshops II

Semester 2 | Credits: 5

This module is a continuation of Research Workshops I. Students have opportunities to participate in a range of workshops relevant to the development of their dissertation or research project. Possible workshop topics include academic writing, critical thinking, literature review, methods selection, working with primary sources, community based research, and the development of a research proposal, along with workshops focused on specific fields of research.
(Language of instruction: English)

Learning Outcomes

1. Prepare a research/project proposal consistent with postgraduate standards
2. Communicate clear rationales for each element of a research study design
3. Produce a competent review of literature and/or resources relevant to their research project
4. Complete a project that is well presented, based on independent research, correctly referenced, and cogently argued.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  HELENA CONDON 🖂
  
•  CORMAC FORKAN 🖂
  
•  NIALL Ó DOCHARTAIGH 🖂
  
•  NIAMH REILLY 🖂
  
•  ALLYN FIVES 🖂
  
•  STACEY SCRIVER 🖂
  
•  DANIELLE KENNAN 🖂
  

Reading List

1. "Principles of biomedical ethics" by Beauchamp, Tom L. and James F. Childress
   Publisher: Oxford University Press
2. "Qualitative research methods for the social sciences" by Bruce Berg
   Publisher: Pearson
3. "Ethical argument" by Hugh Mercer Cutler
   Publisher: Oxford University Press

OptionalSP6127: Professional Experience

SP6127: Professional Experience

12 months long | Credits: 10

This module will enable students to undertake field-based learning or collaborate on research projects, which involves 6-8 weeks working with a partner organisation. The module aims to provide students with opportunities to apply their knowledge, critical analysis skills and understanding of the sector to the work of the organisation and to develop the practical skills needed to succeed in professional situations. Students will be partnered with a well-established NGO, agency or research organisation concerned with social or public policy, development, equality or human rights issues.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate enhanced professional skills (workload management, communication, teamwork, ethical practice).
2. Frame and contextualise issues and concepts in organisational settings.
3. Develop and maintain professional relationships and networks.
4. Contemplatively reflect on their role, contribution and future development in an organisational and professional context.
5. Recognise the application of theoretical concepts to real world applications.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  CATHERINE DONOHUE 🖂
  
•  NIALL Ó DOCHARTAIGH 🖂
  
•  GILLIAN BROWNE 🖂
  
•  NIAMH REILLY 🖂
  
•  STACEY SCRIVER 🖂
  
•  DANIELLE KENNAN 🖂
  

OptionalSP6128: Field-Based Learning

SP6128: Field-Based Learning

Semester 2 | Credits: 5

This Module provides students with opportunities for experiential learning through the undertaking of local or international fieldtrip visits that build key leadership skills, provide opportunities for networking and enhance their understanding of their subject. It provides scope for participants to observe, describe and evaluate site-based learning, to explore how to apply new learning, to identify connections and to communicate findings and analysis. It enhances inter-personal skills, student capacity and confidence, insight and ideas regarding further studies and professional careers. Workshops are organised in advance of the visit and following the visit.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate ability to observe, recognise, integrate and evaluate experiential knowledge and developments
2. Demonstrate the capacity to describe and analyse real-world challenges in their subject area.
3. Demonstrate the capacity to evaluate how experiential learning may be critically applied in a range of contexts

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  NIALL Ó DOCHARTAIGH 🖂
  
•  MARY CLANCY 🖂
  
•  STACEY SCRIVER 🖂
  
•  DANIELLE KENNAN 🖂
  

OptionalSP530: Working with Specific Populations

SP530: Working with Specific Populations

Semester 2 | Credits: 5

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  BRIAN MCGRATH 🖂
  
•  BERNADINE BRADY 🖂
  
•  CARMEL DEVANEY 🖂
  
•  GILLIAN BROWNE 🖂
  
•  Amy Coy 🖂
  

OptionalGG6109: Gender, Sexuality and Global Health

GG6109: Gender, Sexuality and Global Health

Semester 2 | Credits: 10

This course considers current global health crises created by the worldwide drive to privatize healthcare, the rise of disease pandemics, such as COVID19 and HIV/AIDS, as well as other complex emergencies. Students consider the deeply gendered dynamics and impacts as well as the human rights dimensions of such crises, and explore the interconnections between sex, biology and gender for women’s health status, including their reproductive rights. Particular focus is given to understanding policies and interventions to improve reproductive and sexual health rights of women. Different ‘solutions’ available vis-à-vis policy frameworks, human rights standards, and cultural practice and the roles therein of public, private and civil society actors, locally and globally, will also be discussed.
(Language of instruction: English)

Learning Outcomes

1. Deep familiarity with the social determinants of health, including gender
2. Deeper understanding of the inherent inequalities that shape health outcomes
3. Recognition the key role of human rights standards in ensuring better health
4. Better understanding of institutional constraints of health systems

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  NATA DUVVURY 🖂
  
•  VESNA MALESEVIC 🖂
  
•  GILLIAN BROWNE 🖂
  
•  STACEY SCRIVER 🖂
  

OptionalSP6122: Social and Political Context of Activism and Advocacy

SP6122: Social and Political Context of Activism and Advocacy

Semester 2 | Credits: 10

This course provides an introduction to the social and political context of international advocacy and activism. It links local, national and international contexts for advocacy and activism, drawing upon historical, sociological and political perspectives on the rise of international campaigning for social justice. It explores the relationships between the state, market and civil society,charting the dynamic emergence of new social and political actors in local and transnational public advocacy.
(Language of instruction: English)

Learning Outcomes

1. Understand the key international actors, events and structures driving contemporary processes of global public activism and advocacy, and how these involve the efforts of states, markets and civil society.
2. Discuss and illustrate core knowledge about the historical background and the social, political and economic relevance of international public activism and advocacy
3. Demonstrate familiarity with the international rights, development and environmental frameworks for activism and advocacy, including specific knowledge of key international actors and structures.
4. Exercise research and writing skills and capacities to present a detailed piece of research and analysis on a historical or contemporary example of advocacy and activism
5. Exemplify skills in communicating, collaborating, developing and presenting research with peers in a workshop setting
6. Engage with opportunities to debate the key issues and questions surrounding the economics, politics and ethics of public advocacy and activism

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  FIONA BATEMAN 🖂
  
•  HELEN CASEY 🖂
  
•  DEIRDRE HARDIMAN 🖂
  
•  SU-MING KHOO 🖂
  
•  JACQUELINE MURPHY 🖂
  

Reading List

1. "‘Introduction: Twelve men in a Printing Shop’, in Bury the Chains: The British Struggle to End Slavery" by n/a
   ISBN: HOCHSCHILD, A.
2. "‘From Santiago to Seattle: Transnational Advocacy groups Restructuring World Politics Chapter 1 in Khagram et al (eds) Restructuring World Politics." by Khagram et al (eds)
3. "‘Slave sugar boycotts, female activism and the domestic base of the British anti-slavery culture’ Slavery and Abolition" by Midgely, Clare

OptionalGG113: Applied Gender Analyses

GG113: Applied Gender Analyses

Semester 2 | Credits: 5

This module introduces approaches and tools that are used in developing, implementing and monitoring policy frameworks and the programmes of non-governmental organisations (NGOs). Students will engage in critical discussions of gender mainstreaming as a strategy for advancing gender equality in both policy and programmes. Participants in this module will also gain experience in a variety of practical tools – gender analysis frameworks, gender proofing, gender auditing, and gender budgeting – used by development practitioners.
(Language of instruction: English)

Learning Outcomes

1. Participate in debates on mainstreaming approaches to gender equality
2. Apply gender analysis frameworks across sectors and different types of programmes
3. Critique the strengths and weaknesses of the various gender tools, indicators and evaluation methods

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  NATA DUVVURY 🖂
  
•  GILLIAN BROWNE 🖂
  
•  NIAMH REILLY 🖂
  
•  STACEY SCRIVER 🖂