School of Architecture

Module Handbook (2022/23) – Version 1

Module ARC6990

Sustainable Design Thesis

Project

Full academic year

If you have any difficulty in accessing the information

contained in this document, please contact the Module
Leader:

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Dr Jim Uttley

j.uttley@sheffield.ac.uk

Office: Floor 14 Room 14.6 [I work from home for a number of days each week though so
please check if I’ll be in before turning up at my office!]

Primarily all queries and questions should be asked in the scheduled sessions, so come
prepared. However if you have a personal or private issue you need to discuss then
please get in touch by email, and we can arrange to meet in person / via online video if
this is preferred.

To save paper please view this document as a PDF rather than printing

The details in the handbook were correct at the time of going to press. However, the
School cannot guarantee that minor details of the actual programme delivery won’t
differ slightly from those stated in this handbook. Learning and teaching hours are
typical

CONTENTS Page
1
. Module Introduction and Aims 3
2
. The Learning Approach 4
3
. The Learning Outcomes 6
4
. Skills and Employability 6
5
. Course Content 6
6
. Assessment Methods and Criteria 9
7 Plagiarism 12
8
. Academic Support 13
9. Initial thesis research proposal/outline 14
10. Research ethics 15
11. Reading and Reference List 16

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1. Module Introduction and Aims

This module is only for MSc Sustainable Architecture Studies students and is a core
module. It allows students to develop their own in-depth project based on an individual
research theme and the synthesized knowledge and skills gained from all previous units
required for this programme.

The thesis module is a 10,000 word written research-based dissertation in an A4 bound

thesis document which can have a design-based aspect.

This module aims to integrate the knowledge, skills and methods needed for research in
the MSc in Sustainable Architecture Studies programme in order to develop a research-
based dissertation.

The aims of this module are to:

• Foster in the student the commitment to self-learning and the development of life skills
and support intellectual curiosity, critical thinking and reflection and independent
judgement in relation to sustainable design.
• Integrate knowledge and understanding gained in the previous units of the programme
and demonstrate how these inform a written research-based proposition.
• Allow students to demonstrate their own approach to sustainable design, based on
research and precedent including the development of a thesis question, prioritising of
issues and developing a coherent and well resolved research- based project, which can
have design aspects, and to develop research themes and skills relevant to design and
writing, including research and/or design methodology.

Core module, 60 Credits

Changes to modules since last session

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2. The Learning Approach

Typical notional hours spent in learning in this module

Other
Indep (inclu
Semina Tutorial
Proble enden des
Lectur r/ (group/i Laborat Field Placem
m t data Total
e Worksh ndividu ory Work ent
Solving Learni collec
op al)
ng tions,
etc.)

10 12 20 - - - - 525 33 600

The University of Sheffield conforms to the Higher Education convention that 10 credits =
100 notional learning hours, 15 credits = 150 hours, etc.

Lectures

Lectures will introduce generic research methods and academic writing.

Seminars or workshops

Seminars or workshops introduce students to specific research methods and academic

writing skills and allow students to discuss examples and test initial proposals for
research.

Tutorials

Tutorials will be used to provide feedback for students on their thesis progress (including
research proposal, methodology, academic style); tutorials might be held 1:1 or within a
small group with the main thesis supervisor.

Independent study

Extensive independent study is essential to the successful completion of the unit.

In the thesis module it has a central role in the research process, where a student’s own
thesis proposal develops around issues identified in small group and individual tutorials
as well as independent research, reading, writing and reflection. It is the main mode of
researching (archive/desk-based research) and production of the written work.

Other

This is likely to relate to data collection or other site and case study visits as part of the
thesis project; involving surveying, monitoring building performance or occupant
responses, documentation, contextual and site analysis and is crucial in the research
phase of the thesis project. In this module relevant data collection work will be undertaken
on an individual basis.

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Research ethics

This module has two generic research ethics applications approved, one for UK and one
for international projects, which means that low-risk research is covered by this application.
Each student however must make a statement at the start of the work (before
contents list, after abstract) to confirm that the work was conducted in accordance
with all University of Sheffield research ethics issues and where appropriate an
empty/anonymous sample in the appendix to be supplied. State if any of these were
used: Risk Assessment, information sheets, informed consent, data and confidentiality
matters and data storage. See Ethics section in this module handbook. For high risk work,
not covered by the generic ethics applications for this module, the student will need to
discuss with their thesis supervisor how to mitigate this risk and to submit a NEW ethics
application BEFORE being able to commence the thesis research.

IMPORTANT note for anyone working with local stakeholders:

Whether you are modelling a case study, interviewing local community or architects,
stakeholders give their time freely and you should:
A. Thank them for their input into your work;
B. Ensure that you do not misconstrue their work or input (if in doubt – check or ask with
stakeholders!);
C. Share your research findings and results with the stakeholders

In all instances, you must make sure that research ethics are abided by; if anonymity is
agreed you cannot identify stakeholders in your thesis. Please contact the stakeholders if
you would like permission to identify them or their property.

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3. The Learning Outcomes

On successful completion of the module, students will be able to demonstrate the following:
LO1 knowledge and understanding of the issues and principles that affect sustainable
design and the skill to negotiate them within a written dissertation
LO2 the ability to recognise and develop research agendas that inform sustainable
design
LO3 the ability to develop a research base in the context of sustainable architectural
design and continually progress a research agenda
LO4 the ability to develop a coherent dissertation that integrates a range of social,
environmental, technical and economic issues
LO5 the ability to develop a research proposal and communicate this proposal and its
findings to peers and other stakeholders in a written dissertation on sustainable
design

4. Skills and employability

The knowledge and skills you are likely to gain from this module have the potential to be
useful in a diverse range of situations that could be valuable to you in your career and
that are likely to be useful and valued in graduate-level employment, including:

S1 An ability to advance their knowledge and understanding, and to develop new skills to
a high level
S2 An ability to communicate design decisions and research findings clearly to
practitioners, academics and client groups
S3 An ability to act autonomously in planning and implementing tasks at a professional or
equivalent level
S4 An ability to pursue independent learning required for continuing professional
development
S5 An ability to direct themselves and demonstrate originality in tackling and solving
problems
S6 An ability to plan, conduct and write-up an independent piece of primary research

5. Course content

Semester 1 overview – lectures and workshops held on Thursday mornings

• Introduction to the dissertation module (Jim Uttley)

• Introduction to the dissertation projects (Jim Uttley / Supervisor team)
• Planning a research project and dissertation (Jim Uttley)
• Student presentations of their research topic and proposal (students)
• Several workshops covering critical thinking, literature review, writing a
research proposal, referencing etc. See timetable. These are provided by
staff from the English Language Teaching Centre (ELTC).

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You will be allocated a topic and supervisor in November, and you are encouraged to
arrange a meeting with your supervisor to discuss the dissertation topic. Shortly after the
Chistmas vacation you will give a short presentation about your proposed research topic and
approach.

Semester 1 timetable (subject to change – please look out for emails and notifications
via Blackboard)

Date Time Content Delivered by Location

20/10/2 14:00- Introduction to Arts Tower, 13.19
Jim Uttley
2 15:30 module
03/11/2 10:00- Introduction to Richard Roberts
2 12:00 projects Jim Uttley Building, Seminar Room
A87
10/11/2 10:00- Language & Pawel Arts Tower LT08
2 11:30 communication Matuszczyk
support (ELTC tutor)
14/11/2 STUDENTS TO CONFIRM PROJECT CHOICES
2
17/11/2 STUDENTS ALLOCATED TO PROJECT
2
17/11/2 10:00- Language & Pawel Arts Tower LT08
2 11:30 communication Matuszczyk
support (ELTC tutor)
24/11/2 10:00- Planning your Jim Uttley Bartolome House,
2 12:00 research Seminar Room EG03
01/12/2 10:00- Language & Pawel Arts Tower LT08
2 11:30 communication Matuszczyk
support (ELTC tutor)
08/12/2 10:00- Language & Pawel Arts Tower LT08
2 11:30 communication Matuszczyk
support (ELTC tutor)
19/01/2 10:00- Presentation of Arts Tower room 13.19
Jim Uttley
3 12:00 research proposals
20/01/2 STUDENTS SUBMIT RESEARCH PROPOSAL
3

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Semester 2 overview – lectures and workshops held on Thursday mornings

You will continue taking part in workshops delivered by the ELTC tutor to support your
language and academic writing skills, developing your ability to produce a high quality
research dissertation.

In addition to these language support sessions, you will meet regularly (individually or in
small groups) with your allocated supervisor who will help you to develop and refine your
research question, help you to identify an appropriate method for data gathering and
hence responding to the research question, and help guide the format and content of
your submissions.

Semester 2 timetable (subject to change – please look out for emails and notifications
via Blackboard)

Date Time Content Delivered by Location

09/02/23 10:00- Research methods Hicks Building,
Multiple staff
16:00 workshop F20
23/02/23 10:00- Language & Pawel Richard Roberts
11:30 communication support Matuszczyk Building, A87
(ELTC tutor)
06/03/23 STUDENTS SUBMIT DRAFT LITERATURE REVIEW & RESEARCH
METHOD
09/03/23 10:00- Language & Pawel Richard Roberts
11:30 communication support Matuszczyk Building, A87
(ELTC tutor)
23/03/23 10:00- Language & Pawel Richard Roberts
11:30 communication support Matuszczyk Building, A87
(ELTC tutor)
04/05/23 10:00- Language & Pawel Arts Tower, 13.19
11:30 communication support Matuszczyk
(ELTC tutor)
25/05/23 10:00- Language drop-in Peter Keogh ONLINE
13:00 sessions (BY (ELTC tutor)
APPOINTMENT)
01/06/23 10:00- Language drop-in Peter Keogh ONLINE
13:00 sessions (BY (ELTC tutor)
APPOINTMENT)
08/06/23 10:00- Language drop-in Peter Keogh ONLINE
13:00 sessions (BY (ELTC tutor)
APPOINTMENT)
12/07/23 10:00- Information and question Jim Uttley ONLINE
11:00 & answer session
Throughout REGULAR TUTORIALS WITH SUPERVISOR (FREQUENCY BY
Semester AGREEMENT WITH SUPERVISOR)
18/08/23 STUDENTS SUBMIT FINAL DISSERTATION

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Module deadlines

Date Requirement Contribution to mark

20/01/23 Research proposal 0%, but you must pass
the submission
06/03/23 Draft literature review and research method 15%
18/08/23 Final submission (full dissertation) 85%

6. Assessment Methods and Criteria

Research proposal – due by 20/01/23

Your research proposal should provide brief context to the research topic you are
investigating, identify a clear and answerable research question, discuss methods for
addressing your research question, and outline a proposed plan for gathering data /
conducting your investigation. A template will be provided for completing this research
proposal. You should also discuss the proposal details with your supervisor carefully.

The research proposal will not be formally marked and does not contribute towards your
overall mark. However, it is essential you submit a research proposal in order to pass
the module.

Draft literature review and research method – due by 06/03/23

You should provide a review of literature relevant to your research topic, showing a good
depth of reading. The review should demonstrate the reason for your research, previous
findings related to the topic, possible gaps or flaws in the current literature and evidence
base, and highlight factors that are relevant to how you plan on conducting your own
research. The review should make it clear how you arrived at your research question. You
should also provide a description of your proposed research method/s – how do you plan on
answering your research question? This should provide some detail about the method and
types / sources of data you plan to collect. It should also explain why you are using this
particular method, what its benefits are but also possible limitations to be aware of.

The draft literature review and research method should be approximately 3,000 words
although this word count is not strict – it can be more or less than this. It will be marked by
your supervisor and will contribute 15% of your final mark for this module. You will receive
written feedback. You can re-use the content of your draft literature review and method in
your final dissertation.

Full dissertation (10,000 words, ± 10%) – due by 18/08/23

Submitted on Blackboard via TurnitIn, with final version also sent by email to supervisor.

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The final research-based dissertation of 10,000 words assesses the student’s ability to
conduct relevant research, develop a research proposal based on a sensible research
and/or design methodology and to translate this into a written dissertation of high
academic standard. Where design work is included, the dissertation is to be read and
presented as a coherent whole. The final dissertation will contribute 85% of your final
mark.

Assessment Criteria for assessed component:

Knowledge of the topic and synthesis of
30% LO1, S1
theory
Methodology and data collection 20% LO2, LO3, S5
Analysis and critical evaluation skills 30% LO5, S3, S4
Quality of the argument, structure and
20% LO4, S2, S6
clarity in communication

Refer to PGT Handbook for further information on submission requirements, and see
section below about formatting guidelines and suggestions.

Full dissertation – formatting guidelines

Word count: The word count for the dissertation is 10,000 words with a +/- 10% margin.
You will be penalised if the word count falls outside these margins. The following items
do not count towards your word limit: title page, abstract, contents page, footnotes,
captions to figures and tables, reference list and any appendices at the end of the thesis.
This does not mean you should include lengthy footnotes and captions though! You will
get higher marks for producing a clear, succinct, precise, well-written piece of work.
Please include the word count at the end of your thesis, e.g. before References and any
Appendices.

Referencing: There are no strict requirements about what referencing style to use - ask
your supervisor for guidance. If you do not have a direct steer from your supervisor, you
are advised to use APA or Harvard styles. Good quality and consistent referencing is
essential for any scientific report or publication.

Formatting: The thesis should be on A4 paper, portrait orientation, unless there is a very
good reason not to do this that has been agreed with your supervisor. A minimum of
point 11 font size should be used, with a minimum of 1.5 line spacing. There are no
specific requirements about font but it needs to be easy to read. Arial or Times New
Roman are good default fonts to use. Please include page numbers. The margins should
be a minimum of 20 mm on the binding edge and 15 mm on other edges.

Structure and sections to include: The structure and sections included in your
dissertation will be dictated by your subject and study design, and you should seek
advice from your supervisor about what sections to include. However, as a minimum, you

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must include a title page that includes your name, registration number, project title and
supervisor. You must also include an abstract of 200 words maximum at the beginning of
the dissertation, summarising the work. You also need to include somewhere an ethics
disclaimer statement (see sections below about submission requirements and ethics).
Other sections that you may consider including, in discussion with your supervisor, are a
Contents page, sections related to background literature, methods, results and
discussion, and references. You can include raw data, questionnaire forms, data
recording protocols etc. in Appendices. For anything particularly large, you could make it
available in an online repository such as Open Science Framework or GitHub, and
include a link to it in your thesis.

Instructions for submission of thesis:

1. Submit a PDF on MOLE before 5pm (17.00 hrs). This will go through TurnitIn for
similarity checks. Please also submit the SAME PDF of your thesis to your supervisor
(no later than 5:10pm) via email.
2. NAME your PDF file with FIRST NAME_SURNAME.pdf
3. Please also make sure that you meet the word count and any other requirements.
4. Please ensure you include a disclaimer at the start of your work (before contents list,
after abstract) to confirm that the work was conducted in accordance with all
University of Sheffield research ethics issues. State if any of these were used: Risk
Assessment, information sheets, informed consent, data and confidentiality matters
and data storage, and where appropriate supply an empty/anonymous example in
the appendix. Please see separate section in this handbook.

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7. Plagiarism and Information Skills

The University takes PLAGIARISM very seriously. “Plagiarism (either intentional or

unintentional) is the using of ideas or work of another person (including experts and fellow
or former students) and submitting them as your own. It is considered dishonest and
unprofessional. Plagiarism may take the form of cutting and pasting, taking or closely
paraphrasing ideas, passages, sections, sentences, paragraphs, drawings, graphs and
other graphical material from books, articles, internet sites or any other source and
submitting them for assessment without appropriate acknowledgement.” (The University of
Sheffield Unfair Means Guide, 2010).

The basic principle underlying the preparation of any piece of academic work is that the
work submitted must be your own original work. In addition to the examples given above,
'work' can be defined as data, statistics, tables, calculations, pictures, diagrams, charts,
plans, maps, computerised data, computerised print out, ideas gained through group work,
an essay plan or poem layout. (The University Library Information Skills Resource 2013)

Students are reminded that the Library provides a tutorial on plagiarism:

https://librarydevelopment.group.shef.ac.uk/shef-only/info_skills/plagiarism.html

There is also a suite of tutorials on information skills, including referencing which can be
accessed from the Information Skills Resource home page:
https://librarydevelopment.group.shef.ac.uk/index.html

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8. Academic support

Advice about FEEDBACK, including how to make the best use of the feedback
you are offered, is available in the Feedback Handbook:
http://www.shef.ac.uk/architecture/study/your_learning

University guidance for students about the principles of FEEDBACK can be found here:
http://www.shef.ac.uk/polopoly_fs/1.281879!/file/ThePrinciplesofFeedbackStudentgu
id ance.pdf

Support for ACADEMIC SKILLS is available from the Student Skills and Development
Centre, 301 Glossop Road:

http://www.sheffield.ac.uk/ssid/301/services

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9. Initial thesis research proposal/outline

You will be presented with the range of research projects, topics and themes available for
selection for your dissertation project on 4th November 2021. You need to provide a selection
of your preferred projects and supervisors by 15th November 2020. It is a good idea to
arrange to speak directly to the supervisors of the projects you are interested in before
confirming your preferences, so you can find out more about the project and the supervisor’s
expectations. You are asked to give a number of preferences because it may not be possible
to allocate a specific project to you depending on how popular it may be and the supervisor’s
capacity. I will aim to confirm which of your preferred projects you have been allocated by
the 17th November 2020.

Once you have been allocated a project you should arrange to meet your supervisor as early
as possible to discuss the project in further detail and the working arrangements between
you and your supervisor. You should also start background reading for your project and
begin developing a research proposal. This proposal should outline your research question,
some background literature, a proposed method and approach, and a project plan outlining
an initial time plan for achieving the various stages of the project up to final submission.

This research proposal should use the following template, and should be submitted to your
supervisor by 20th January 2023. It is a good idea to discuss the proposal with your
supervisor before it is finalised. The research proposal should be approximately 1,000
words.

Research proposal structure:

1. Proposed draft dissertation title
2. Aim of project – describe the purpose of the research
3. Research question – focus on a main question, with a maximum of two secondary
questions
4. Background – why is this research important, what relevant research has been done
before on this topic and what are its implications for your project? How does the
research relate to the wider context of the Sustainable Architecture Studies
programme?
5. Methods – how will you answer your research questions, what methods do you
propose to use?
6. Ethics – what ethical considerations are there for your project, will you need to apply
for a separate ethics approval or will the ARC6990 generic ethics approval be
sufficient?
7. References – include references you have used in the research proposal, and up to 5
other texts or papers that will be relevant and important to your project
8. Project plan – provide a Gannt chart or similar to outline the proposed time schedule
for completing your research and dissertation. Include the different project stages,
important milestones, and submission deadlines.

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10. Research ethics and integrity

The School of Architecture strictly follows the University’s Research Ethics Policy. Details
can be found on the Research Services website:
https://www.sheffield.ac.uk/rs/ethicsandintegrity/ethicspolicy/index

All students and staff planning research that will involve data collection from people, for
instance through public participation, interviews, asking opinions, taking measurements
etc., must abide by the University’s Research Ethics and Integrity Policy. You should
carefully read the University’s guidance about research ethics and integrity using the link
above.

You must not begin collecting data from people without having ethics approval.
Any ethics application cannot be made retrospectively.

A generic ethics approval has been approved for the sustainable design thesis project
(ARC6990). This provides ethics approval for low-risk research that does not involve
specific ethics risks such as working with children or vulnerable adults. The generic ethics
application and associated approval are available on the module Blackboard (MOLE) site.
Please review these carefully and discuss with your supervisor whether they cover the
research you propose to do or whether you need to submit a specific ethics application
for your project. If you are unsure about whether a specific ethics application is needed,
please speak to the School’s ethics contacts, Dr Chengzhi Peng
(c.peng@sheffield.ac.uk) and Dr Parag Wate (p.wate@sheffield.ac.uk).

If you are collecting data from people you may require their informed consent. Templates
for participant information sheets and consent forms are available on the Blackboard
module site – please adapt these as appropriate.

You must include a statement in your final dissertation related to ethics. This should
confirm that the work was conducted in accordance with all University of Sheffield
research ethics policies (see guidelines on University website -
https://www.sheffield.ac.uk/rs/ethicsandintegrity/ethicspolicy/general-principles/
homepage). You should also state the ethics processes you have been through in order
to meet ethical standards, for example using the generic ethics approval for the module,
or applying for a specific ethics approval for your particular project. You should also state
what was done in relation to informing any participants involved in your research and
obtaining their consent where appropriate.

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11. Reading and Reference List

The reading will depend upon the topic. Below is a general list of books on
research methodology.

Supporting information about referencing is available on the University library’s webpages:

https://www.sheffield.ac.uk/library/idlt/referencing

General

Eames, M. and M. Adebowale, Eds. (2002). Sustainable development and social

inclusion: Towards an integrated approach to research. York, Joseph Rowntree
Foundation.

Flyvbjerg, B. (2006). "Five Misunderstandings About Case-Study Research." Qualitative

Inquiry 12(2): 219-245.

Franklin, A. and P. Blyton, Eds. (2011). Researching sustainability: A guide to social

science methods, practice and engagement. Abingdon, Oxon, Routledge.

Glaser, B. G. and A. L. Strauss (1968). The Discovery of Grounded Theory -

Strategies for Qualitative Research. London, Weidenfeld and Nicolson.

Gray, D. E. (2004). Doing Research in the Real World. London, Sage.

Hammersley, M. (2000). Taking Sides in Social Research: essays on partisanship

and bias. London, Routledge.

Hart, C. (1998). Doing a Literature Review - Releasing the Social Science Research
Imagination. London, Sage Publications.

Hinson, D. (2007). "Design as research: Learning from doing in the design-build studio."
Journal of Architectural Education: pp.23-26.

Hodder, I. (2000). The interpretation of documents and material culture.

Handbook of Qualitative Research. N. Denzin and Y. S. Lincoln. Thousand Oaks,
Sage: 703-715.

Hughes, J. (1990). The Philosophy of Social Research. Longman, Harlow.

Kellehear, A. (1993). The unobtrusive researcher: A guide to methods. Sydney, NSW, Allen
and Unwin.

Kirk, J. and M. Miller (1986). Reliability and Validity in Qualitative Research. Beverly Hills,
Sage.

16
Kitchin, R. and N. Tate (2000). Conducting Research into Human Geography. Harlow,
Pearson.

Kumar, R. (1999). Research Methodology: a step-by-step guide for beginners. London,

Sage.

Latour, B. and S. Woolgar (1979). Laboratory life: The social construction of scientific
facts. London, Sage Publications.

Lawson, B. (2002). "Design as research: The subject that won't go away. But perhaps we
are ahead of the game." Architecture Research Quarterly 6(2): pp.109-114.

McNeil, P. and S. Chapman (2005). Research methods (third edition). Abingdon, Oxon,
Routledge.

Robson, C. (1993) . Real World Research: a resource for social scientists and practitioner-
researchers. Oxford, Blackwell.

Yin, R. K. (2009). Case study research: Design and methods (Fourth edition). Thousand
Oaks, CA, USA, Sage.

Zeisel, J. (1984). Inquiry by design: Tools for environment-behaviour research.

Cambridge, Cambridge University Press.

Qualitative research

Bailey, C. (2001). "Geographers Doing Household Research: Intrusive Research and Moral
Accountability." Area 33(1): 107-110.

Bell, J. (2005). Doing your research project : a guide for first-time researchers in
education, health and social science (4th edition). Maidenhead, Open University
Press.

Black, T. R. (1999). Doing quantitative research in the social sciences : an

integrated approach to research design, measurement and statistics. London,
Sage.

de Vaus, D. A. (1993). Surveys in Social Research (3rd. ed). London, UCL Press.
Denscombe, M. (2010). The good research guide for small-scale social research projects
(Fourth edition). Maidenhead, Berkshire, Open University Press.

Denzin, N. and Y. S. Lincoln, Eds. (2000). Handbook of Qualitative Research. Thousand

Oaks, Sage.

Desmond, M. (2004). "Methodological Challenges Posed in Studying an Elite in the Field."

Area 36(3): p. 262-269.

17
Finney, N. and C. Rishbeth (2006). "Engaging with Marginalised Groups in Public Open
Space Research:

The Potential of Collaboration and Combined Methods." Planning Theory & Practice 7(1): p.
27-46.

Flick, U. (2002). An Introduction to Qualitative Research (2nd ed.). London, Sage. Flick,
U., E. v. Kardoff, et al., Eds. (2004). A companion to qualitative research. London, Sage
Publications.

Foddy, W. (1993). Constructing questions for interviews and questionnaires: Theory and
practice in social research. Cambridge, Cambridge University Press.

Garrick, J. (1999). "Doubting the Philosophical Assumptions of Interpretive

Research." International Journal of Qualitative Studies in Education 12(2): 147-156.

Holland, J. and J. Blackburn, Eds. (1997). Whose Voice? Participatory Research and Policy
Change. London, ITDG Publishing.

Kusenbach, M. (2003). "Street Phenomenology - The Go-Along as Ethnographic

Research Tool." Ethnography 4(3): p. 455-485.

Kvale, S. (1996). InterViews - An Introduction to Qualitative Research

Interviewing. London, Sage Publications.

Kvale, S. (2002). The social construction of validity. The Qualitative Inquiry Reader. N.
Denzin and Y. Lincoln. Thousand Oaks, California, Sage: 299-235.

Marshall, C. and G. B. Rossman (1999). Designing Qualitative Research. London, Sage

Publications.

Mason, J. (2002). Qualitative Researching. London, Sage Publications. Mason, J.

(2002). Qualitative Interviewing: Asking, Listening and Interpreting. Qualitative
Research in Action. T. May. London, Sage Publications: pp.225-241.

May, T. (1997). Social Research: Issues, Methods and Process. Buckingham, Open
University Press.

Meth, P. (2003). "Entries and Omissions: Using Solicited Diaries in Geographical Research."
Area 35(2): p. 195-205.

Noffke, S. E. (2002). Action Research: Towards the Next Generation. Theory and
Practice in Action Research - some International Perspectives. C. Day, J. Elliott, B.
Somekh and R. Winter. Oxford, Symposium Books.

Nutley, S. M., I. Walter, et al. (2007). Using evidence: How research can inform public
services. Bristol, The Policy Press.

18
Pain, R. (2004). "Social Geography: Participatory Research." Progress in Human
Geography 28(5): 652 - 663.

Pain, R. and P. Francis (2003). "Reflections on Participatory Research." Area 35(1): 46-54.

Patton, M. Q. (1980 (1990)). Qualitative Evaluation and Research Methods (2nd

Edition). London, Sage Publications.

Potter, W. J. (1996). An Analysis of Thinking and Research about Qualitative

Methods. Mahwah, New Jersey, L. Erlbaum Associates.

Prosser, J. and D. Schwartz (2004). Photographs within the sociological research.

Approaches to qualitative research: A reader on theory and practice. S. N. Hesse-
Biber and P. Leavy. Oxford, Oxford University Press: pp.334-349.

Rollo, J. (2004). "UrbanHeart: A design research forum." Architecture Research

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