B.Sc.

(Hons) Health and Care Management

Dissertation and Final Project Handbook

Module Number RES6012

Level: 6 Credits: 40 Learning Hours: 400

Dissertation staff team:

Dissertation Lead for Health Dr Jo Heeney jheeney@arden.ac.uk

Care Management
Module Leader - ethics Astrid Erentz aerentz@arden.ac.uk

Module Leader- ethics Candice Hunter chunter@arden.ac.uk

Module Leader- working Ashford Boateng aboateng@arden.ac.uk
titles and supervisor
matching
Module Leader- working Joan Gunde jgunde@arden.ac.uk
titles and supervisor
matching
Module leader- Berlin and Dr Saria Almarzook salmarzook@arden.ac.uk
Distance

Contents

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  Section A: Module Delivery p. 3
 Section B: Supervision p. 9
 Section C: Dissertation structure p. 12
 Section D: Submission p. 19
 Section E: Assessment Criteria p. 20
 Section F: Further Support p. 24
 Section G: Recommended reading p .28

Section A: Introduction to the Module

Aims
The ‘Final Project/Dissertation’ is an essential part of the process of achieving a
bachelor’s degree from Arden University. It provides you with the opportunity
to work independently to develop your ability to make critical and evaluative
judgements. It is expected that this will provide an opportunity to integrate the
course with practice, developing the ability to be an effective reflective
practitioner. By completing a Research Proposal, you should demonstrate that
you are able to produce work that is relevant in practice and has an academic
standing at a graduate level. This is your opportunity to apply what you have
learned from your programme into your area of interest or your workplace, so
ensure that it is a piece of work you invest your time and effort into, and you
should be proud of the outcome.

To achieve the module learning outcomes, you are required to produce:

• A Research Proposal (2000 words- must pass to complete dissertation)

• A Dissertation (8000 words ( + 10 % worth 100% of the final overall grade)

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Module Learning Outcomes
On successful completion of this module the student will be expected to be
able to:
Knowledge and understanding
On successful completion of this module students will be able to:

1. Recognise the main research traditions and articulate how this shape approaches and methods
used in healthcare.

2. Appraise and critically explore the contribution of primary and secondary data sources on
healthcare and health services management research.

3. Reflect and apply knowledge of theories and tools learnt to undertake multidisciplinary and
interdisciplinary healthcare projects using an evidence-based approach

. 4. Design, plan, and carry out a project that applies critical management thinking to a problem,
service improvement or organisational issue, and communicate findings to relevant stakeholders.

5. GA: Reflective Practitioner - students will undertake critical analysis and reach reasoned and
evidenced decisions. They will contribute problem-solving skills to find innovative solutions.

Responsible Global Citizenship - students will understand global issues and their place in a globalised
economy, ethical decision-making and accountability. They will adopt self-awareness, openness and
sensitivity to diversity in culture.

Module Delivery
Please note the following steps carefully:

Step 1: Complete Module Materials

You will spend the first few weeks on the module working your way through
the various lessons and completing the range of activities that are included
within the materials. These activities are not part of the assessment process
for the module, but they will help you develop your understanding of the
research process and assist you developing your ideas.
The module lesson materials will therefore be available to you throughout
your experience on the module. You should refer back to them throughout all
stages of writing your dissertation as they contain key information which you
will need to draw on as you tackle each chapter as you come to it.
In addition, a wide range of texts and articles are available to you through the
library platforms via the Library Portal Should you require help with searching

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and finding relevant resources you can book a 1:1 appointment with an
Academic Skills Tutor who will show you how to do this and get the most out
of the Library Portal.

Step 2 : Submit a Working title on Arden

ethics to be matched with a supervisor

Once you have worked your way through the lessons you now need to
consider your ideas/area of interest for your research project. This is called a
‘working title’.
You need to submit this this working title via the Arden Ethics Portal.
• Arden ethics is available here
https://ethics.arden.ac.uk
Students can register their account at
https://ethics.arden.ac.uk/register
You will need to use your Arden email to complete this step.
 You should be very careful to create an account with the correct course
and school details. Wrong information will result in your project getting
lost and delay you being matched with a supervisor. It is your
responsibility to do this. We cannot be held to account for students
who fail to provide the right information.

 Below is an example of an Arden ethics account with correct details

submitted, for your reference:

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  If you submit an unworkable title then you will be informed of this on
the Arden ethics portal, so please check regularly for any feedback you
left for you and make any changes you need to make for your title to be
approved. If your title is unworkable you should contact a dissertation
module leader if you are unsure how to change it. This is your
responsibility. Failure to do so will result in delays to you being
matched with a supervisor.

 From the information you submit, Module Leaders will allocate a

dedicated Supervisor, with expertise in your area of interest, to work
with you towards completion of the research project/Dissertation. This
might take a week as we process the forms.

 Once your working title has been approved, you will be notified of your
supervisor’s name and contact details via email.

The following sections provide more information on working with your

Supervisor.

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 Step 3: Prepare a research proposal and gain
ethical approval for your dissertation

The second key output for this module is the Research Proposal which you are
required to produce for your dissertation. This is a gatekeeping stage for your
final Dissertation. Your proposal should be referenced appropriately using
relevant academic materials. This is a useful exercise as it the proposal will
help you to plan out your project and stay focused as you work through each
stage.
Students without a supervisor will not be able to do this, so please follow
steps one and two first.
To complete your proposal:
 You will work with your appointed Supervisor to complete your Proposal
by the agreed deadline.
 Your supervisor will provide you with the relevant instructions,
paperwork and guidance and your proposal should cover all of the
following areas.

1) Rationale This should contain an explanation of the problem/issue and

justification as to why it is important. There should also be a series of precisely
written objectives or research questions which explain what your project aims
to find out.
2) You should also demonstrate your knowledge of relevant literature by
identifying key debates on your topic to clearly show how this will inform your
research.
3) Methodology- this section must include an explanation of the methodology
you will use in the proposed research.

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4) Ethics- You should explain how you will manage ethical issues in order for
your proposal to be given ethical assent. You must work with your supervisor
to complete all necessary documentation required as stated in Arden
University Ethics Policy. You should be mindful that if you wish to carry out a
primary study this will require that you make a full application to the
Research and Ethics Committee and topics which are considered contentious
and research with groups considered vulnerable is unlikely to be given ethical
approval. You should also consider that primary research is time consuming
and be mindful of this when planning out your project.
Primary projects involving access to NHS will require further ethical approval
from Research Ethics Service and Research Ethics Committees - Health
Research Authority (hra.nhs.uk) which is extremely time consuming and
therefore students are advised not to pursue NHS based research.
5)You should include a project plan, which outlines the proposed timescale for
completion of your Dissertation including significant activities.
We understand that the timescales shown in the plan may change but it is
important to give consideration and to set out your proposed timescales at
this early stage of the process.

What happens next?

 The Supervisor will review the Proposal, approve it or ask you to make
amendments to bring it up to standard. You can then cut and paste the
information to the relevant boxes on Arden ethics.
 Your proposal will then be given final approval by a dissertation module
leader, after which you will be granted ethical approval if the
application meets the required standard. You must include references
in support of your Proposal, in accordance with the Arden University
Harvard Referencing system.

 Please remember to check in to the Arden ethics portal and

communicate with your supervisor for any feedback you may be left in
relation to this stage. Failure to do so will delay your progress.

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 IMPORTANT!
No data collection must be carried out until you receive formal
notification that your proposal has been approved.
You cannot submit your Dissertation without your Proposal being
approved and ethics granted.

Additional support?
The Academic Skills Team offer dissertation mini modules on the
Library Portal, and a range of other sessions which can support
the development of dissertation specific academic skills such as
Section B: Supervision
Academic Writing and Using the Library and well as a varity of
Optional Workshops
The Academic Skills Tutors also offer support with academic
writing, referencing and finding relevant research and you can
book a 1:1 appointment with them. Please bear in mind they
aren’t subject specialists.

Section B: Supervision
A supervisor will be assigned to you based on the proposed dissertation topic,
once you have submitted the Working Title to Arden Ethics and it has been
approved by a module leader.

The work is yours and not the Supervisors.

Each student should know that the Dissertation part of their degree requires significant
thought and preparation. The student should be the driver here and initiate activity around
the Dissertation and be reading and investigating their topic. Students should be able to work
unaided in the main.Dissertation
This is an activitysupervisor responsibilities
that is yours and for you alone to progress and be
responsible for, with some advice from a supervisor. It is important to remember that the
responsibility for the dissertation lies with you and not with your supervisor.
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Once your title has been approved, you will be required to conduct all stages
of the project independently but with advice and guidance given by your
academic Supervisor. Your supervisor is an invaluable resource to you and
every effort should be made to liaise with your supervisor throughout the
entire research process.
Each student is provided with 12 hours supervision, which includes support
and feedback in written and verbal form, on the dissertation as a whole
including completion of the Proposal and Ethics Form and then for the
Dissertation itself, including reading final drafts.
You should discuss with your supervisor any specific details of how you will
work together including roles and responsibilities and key expectations for
frequency of meetings and so on.
Further general guidance on the supervision process is detailed below.
The emphasis of the supervision will be upon:
• Encouraging you to carry out a comprehensive review of relevant
literature in support of your research and to formulate a Proposal and
Dissertation based project commensurate with study at level 6.
 Planning appropriate methodologies to underpin your research and to
articulate your rationale for the methodology used.
• Encouraging you to keep appropriate records of action/progress, such as
reference sources, interview and contact logs.
• Providing general support, direction and guidance as required
throughout the research project process.
 Reading drafts of your work and providing final feedback

Student responsibilities
The conditions of an Arden Bachelor’s degree require that you complete a
substantial piece of independent research. Therefore, the responsibility for the
final submission of the Proposal and thereafter, the Dissertation, is yours and
not your supervisor’s. Ultimately, you must be the judge of what the Proposal
and the final Dissertation will contain. It is not the role of the Supervisor to
provide detailed comments on drafts. While you can expect some feedback on

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drafts this will be of a general nature and will not be a detailed analysis of your
submission.
Students should note that ‘in practice, doing a dissertation is not a sequential
process in which the completion of one stage leads neatly to the next. There
are often false starts and returns to earlier stages of the project to reconsider
the focus and the aims. Many of the stages of doing a project will be pursued
in parallel’ (Fisher, 2011, p. 4).

The responsibilities of the student include:

o To agree and submit to Arden Ethics a suitable topic for research,

act on module leader feedback on the topic, and work on the
agreed topic.
o To conduct themselves and their study in a professional and
ethically sound manner.
o To work with their supervisor on proposal and gain ethical assent
before any other work is conducted.

o To familiarise themselves with dissertation submission and ethics

guidelines through attending lessons, following instructions, and
referring to ilearn materials.
o To provide supervisor with draft chapters and a final draft of the
completed dissertation within an agreed timescale so that
necessary changes can be made.
o To submit the dissertation within the time specified and discuss
options with supervisor/ module leader if this is not possible.

o To communicate effectively, using your Arden email address, and

undertake self- directed study on the dissertation as far as
possible. Where there are issues which prevent this, you should
discuss these with your supervisor and/ or a module leader.

o To attend dissertation workshops, study skills and Academic Skills

Tutor sessions as required.

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 References

Fisher, C. (2011) Researching and Writing a Dissertation. [BibliU version] 3rd ed. Harlow, Pearson Education.

It is not the responsibility of a supervisor to ask students for work, or to chase students who fail to
arrange or attend meetings. Students should be aware that members of staff may be busy
with teaching and other tasks and should bear this in mind when asking for supervisor
input.
If you are having any difficulties which affect your ability to work on your dissertation
please inform your supervisor or a module leader, who can advise you accordingly

Section C: Dissertation structure

Helpful guidelines on developing your Dissertation are contained within the

lesson materials and a summary is provided here. The Dissertation itself is
made up of a number of chapters each of which serves a specific purpose. All
of the chapters are tied together by the threads of the research question and
should represent a coherent and complete picture of the work undertaken.
The Overall length of the Dissertation (excluding formatting pages and
appendices) must not exceed 8, 000 words ( plus 10% allowance).

1) Formatting and presentation

The Dissertation takes the form of a formal academic report including a title
page (stating the student name and ID number, course title, Dissertation title
and word count), declaration, acknowledgements, 300-word abstract with 5
key words listed, a contents page and a list of tables and figures. These set the
shape for the rest of the report and do not form part of the word count. The
declaration should include signatures, where appropriate, from the student
showing that it is i) their own work, ii) that the work is not confidential, iii)
agreeing for Arden to store and use the work as a reference.
There are marks available for presentation.

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When considering this the marker will look at the use of language, the overall
structure and coherence of the document and the referencing. A consistent
use of font size and spacing is essential.
The Dissertation will be required to be presented in the format following the
structure outlined in this handbook
It should be Typed (word-processed) using double spacing. The recommended
font is Arial, size 12 for the main content and appreciating font sizes for
subheaders and headers etc. - All text should be justified, so that it is straight
edged (like a book). Any pages preceding those of the main text should be
numbered at the centre of the foot of each page.
Make sure that your Dissertation reads well. Keep paragraphs short and use
appropriate headings. Pay particular attention to grammar and sentence
construction. Keep content clear, to the point and jargon free.
Figures and Tables should be clearly labelled, referenced sequentially as they
appear in the text and produced via software packages.
If you need support with formatting your dissertation an Academic Skills Tutor
can help you with this. You can either book a 1:1 appointment or attend the
“How to Format Your Dissertation Workshop”.

Dissertation Chapters
Introduction
As the first chapter of the Dissertation this is probably the one that you will
revisit last before submitting. The purpose of the chapter is to set out and
justify the study that you have undertaken. Crucially, the whole Dissertation
document should be written in the past tense, the idea being that the write up
has been undertaken after the research has been completed. The introduction

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chapter should lead the author from an introduction to the topic through to
presentation of the objectives and structure of the Dissertation.
The Introduction section should include the research question(s) that
was/were asked in order to address the objectives.
A common error is not giving the Introduction section the time required to
ensure that it is well referenced and clearly justifies the study.
Key terms should be introduced and defined, and justification provided from
different perspectives. The value of the study will also need to be considered.
A typical structure for this chapter would be as follows:

• Chapter should be clear, brief and appropriately justify the reason for the
study or Dissertation topic.
• Definition of key terms should be in this section if they are critical to
understanding the content of the study. If they are not critical, then they
should be in the glossary.
• At the end of the introduction, the reader should have evidence of why
the topic is important for the subject area and it should state the
purpose of the study (research questions/ objectives)
• There should be a brief discussion of methodology
• There should be an overview of the rest of the dissertation to conclude
the chapter.

Literature Review
The literature review chapter is where you will consider the work that has
been undertaken previously, in areas that are relevant to the topic you are
studying. You will discuss with your Supervisor to identify the range of topics
that you should cover. There is a range of material that can be used in the
literature review. For example, books and academic journal articles are the
most commonly used and there is a great selection via the Library Portal When
selecting information sources, it is important to consider the relative value of
the source. Peer reviewed sources such as books and journals are much more
valuable than organisational websites, for example. In some cases, news
articles may be an important source of information. The most valuable sources
of information are journal articles and wherever possible should constitute the
bulk of the research sources you use. Once sufficient sources have been

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gathered there are considerations to be made. The relevance of the source
should be considered. If it is not relevant, abandon it. If there are two sources,
one of which is better, then use the better source.
Once you have gathered sufficient information for a well referenced, balanced
approach, you should conclude your argument. It is easy to become bogged
down working on the literature review so take a tactical approach and know
when to say enough is enough. If the chapter is overly descriptive then you
cannot expect to achieve more than a pass.
A widely referenced literature review that critically evaluates the literature will
score better marks. The literature review must be critical, identifying the
relevant theoretical ideas, concepts, debates and issues in the relevant field.
A typical structure for this chapter would be as follows:
 Chapter should be clear and aim to explain what the topic is about, how
many articles were reviewed, what sources of information were explored
and the rationale for inclusion of studies- this should be an overview
with these matters addressed more fully in the methodology chapter
 Students can include a data extraction table indicating studies used.
 In assessing the literature review, it should be considered if the literature
was explored to enough depth, if the range of sources used
was sufficient, if there was critical discussion of the topic and if
appropriate understanding was shown.
 There should be an effort to critically review the literature. It should not
be a ‘list’. Review should be structured – there should be some ‘order’ to
how work is presented and there should be a reference to explain this
process e.g. thematic or chronological.
 If there is only superficial analysis of the literature or no analysis at all,
marks should be deducted.

Methodology
The methodology chapter serves two purposes, and it is important to include
both in order to achieve a good mark.
Methodology is the study of undertaking research. An engagement with the
philosophy of research and the associated approaches is important to
demonstrate your understanding of research at a fundamental level.

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Crucially, this is not just a review of different methods, it is where the selected
philosophies are identified and justified.
Once again, a balance between reviewing approaches and justifying those used
must be struck. So, you should be careful to explain how YOU undertook YOUR
study as a methodology should be replicable i.e. another researcher should be
able to understand the steps you took to gather your data and obtain similar
results if they followed them.
For secondary studies, you are advised to produce your methodology chapter
before you write your literature review, please discuss with your supervisor.
A typical structure for this chapter would be as follows:

• There should be a stated aim, objectives and research question(s)

• The approach to the study or research should be clearly discussed, and
all steps taken should be justified
• There should be an understanding of different methodologies, key terms
and research paradigms.
• The setting of the study should be clearly stated as should the sampling
approach, sample inclusion and exclusion criteria and sample
recruitment where primary study is conducted.
• Where secondary study is conducted, the sources of data should be
clearly explained and justified and the method of data collection should
be explained (strategy) e.g. PRISMA, systematic LR with references to
support
• For all programmes, ethical considerations are very important. There
should be appropriate consideration of the ethical issues involved in the
study and the ethics approval process and it should be noted that the
student will not be able to upload their dissertation/final project until
iSystem is updated with Ethics approval
• A description of how data was analysed should be included for both
qualitative studies and quantitative studies. For literature review, how
the literature was synthesised should be explained.

Discussion and Findings

Students should reiterate research questions at the start of the chapter and
state how they have been answered- discuss the implications of the findings,

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the strengths and limitations of the study or topic of the dissertation. This
might include critique of methods, gaps in literature etc.
Students can show higher level thinking skills here and make suggestions as to
how to ‘tackle’ the issue investigated in more effective ways, drawing on
literature to support these suggestions.
A descriptive presentation of the results will not achieve any more than a pass.
Where links to literature are made and variables are tested against one
another, higher marks will be achieved. Appropriate statistical testing, where
valid, will improve the marks achieved. The highest marks will be attributed to
Dissertations showing critical analysis of the issue and of what has been
published in the literature.
A typical structure for this chapter would be as follows
 General conclusions – overview the key findings and their implications
• Research question conclusions – taking each research question
separately clearly demonstrate what has been found in answering them.
It is also important to point out what was not found.
• Recommendations – based upon the findings, recommend courses of
action to provide direct benefit.

Conclusion
Like the introduction, this chapter is often overlooked and not given enough
care. The conclusion chapter is essential in tying together the threads that
have been woven throughout the work bridging the literature review with the
results and discussions section. It relates directly to the beginning of the
Dissertation and shows what was found in the process of addressing the
objectives and answering the questions that were initially set. This chapter also
provides the opportunity to reflect on process as well as look forward to where
the work could be taken next.
This chapter also allows the opportunity to evaluate where the Dissertation fits
within the literature.
The conclusions chapter is not the opportunity to introduce new things. A
strong set of conclusions that contain all of the listed elements are needed in
order to achieve a good mark. Justification as to how this work is independent

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and developmental, rather than just a patchwork of the work, thoughts and
interpretations of others’ is needed.
A typical structure for this chapter would be as below.
• The conclusion should highlight the key messages of the Dissertation
including all the above chapters. No new data should be included here.
• Wider application beyond the confines of the original research focus
could also be made here.
• Errors and limitations – a final opportunity to recognise the things that
may have limited the work undertaken. These build upon those
discussed in the methodology as they may include practical limitations
encountered along the way or flaws in approaches that only became
apparent later on.
• Recommendations for further study – themes may emerge from the
study that warrant further
• Students can add a reflective summary indicating their development of
graduate attributes learned during the process and how they will carry
this learning forward
References and Appendices
A good reference list is essential in achieving a good mark. The list should only
contain references that are directly cited within the text. The required
approach must be taken as specified in the study skills area. As with all other
assessments, a bibliography is not required. Ensure your referencing conforms
to the relevant scheme for your school.
Appendices are opportunities to include supporting documentation. If
appendices are used, they must be referred to in the main body of the work.
Marks cannot be awarded for work contained in appendices, but these can
assist in the understanding for arguments and discussions made within the
Dissertation.
References and appendices are not included in the overall word count for the
dissertation.

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 To make sure you are on the right track throughout the writing
process you will share chapters with your Supervisor allowing for
a formative feedback opportunity which will help the final
submission to take shape. You should allow your supervisor time
to read and feedback on each chapter as it develops.
You will have been informed of our submission deadline by email
when the module was released to you and should keep this in
mind as you are working on your submission.

Section D: Submission

It is very important that your supervisor is allowed sufficient time for the
reading of drafts. You MUST NOT EXPECT your supervisor to read work
instantly when a deadline is near. Ideally, a full draft should be sent between
two weeks and a month before the relevant deadline to allow time for changes
and amendments - subject of course, to the Supervisor’s schedule.
Submission Arrangements:
 The date for final submission of your Dissertation has been emailed to
you at the start of the module. When you are ready to submit your
Dissertation work for marking, you are required to upload an electronic
copy of your Dissertation to the submission portal on iLearn.
 If you do not have ethical approval for your study, then you will not be
able to submit your work to the portal.
 There is no need to submit a hard copy to Arden University.
Re-submissions
 Should you not achieve a pass in your first submission, you will be
permitted a second attempt at your dissertation. You will receive an
email with a date for your resubmission.

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  You should contact your supervisor to make the necessary changes to
bring your work up to a pass. If the topic remains the same, then prior
ethics approval stands.
 The Dissertation may only be resubmitted once the grade has been
confirmed by the External Examiner.
 Resits are capped at pass grade.
 Dissertation resubmissions must be received no more than twelve
months after the date of communication of the original result

Section E: Dissertation assessment Criteria

Presentation: structure, language, grammar, visuals, logic and coherence and

appropriate and systematic use of the appropriate referencing system will
form part of each sections assessment.

Introduction
A clear statement of the purpose of the Dissertation: The objectives
of the research should be clearly stated and explained where 20%
appropriate. The rationale for the investigation is justified in terms
of academic/ organisational importance
Literature Review
Critical review of the literature: Provide an evaluation and
interpretation of relevant earlier work and where appropriate 20%
develop a conceptual framework that draws together the key
literature(s) / ideas

Methodology and Method

State what methods were considered, what was selected and why.
In doing so you should: 20%
 justify the approach adopted including decisions surrounding
the collection of primary/secondary data (where appropriate)
 consider the appropriateness of the approach within

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 constraints present
 Detail with justification the overall strategy adopted
 Detail how the data was analysed
 Address issues of validity, reliability and generalisability

Results and Discussion

Data presentation: Detailed and logical presentation and analysis of 20%
the data
Conclusion and recommendations
Analysis of findings with reference to purpose of study; issues from
the literature review.
Practical application (recommendations). Recommendations should
include a detailed analysis of implementation issues and costings 20%
(financial and other relevant costs).
Detailed consideration of the limitations of the study and a future
research agenda including the application of alternative research
designs

Arden University Generic Level 6 Assessment Criteria

Level 6 study represents the student’s increasing autonomy and

independence in relation to their knowledge, understanding and skills. At
Level 6, students are expected to demonstrate problem solving skills in
both practical and theoretical contexts. This should be supported by an
understanding of appropriate theory, creativity in expression and thought
based on independent but informed judgments. Students should
demonstrate the ability to seek out, invoke, analyse and evaluate
competing theories and claims to knowledge and work in a critically
constructive manner. Work at this level is articulate, coherent and skilled.
Mark
Grade Generic Assessment Criteria
Bands
First 80%+ An exceptional knowledge base exploring and analysing

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 the discipline, its theory and any associated ethical
(1) considerations. The work demonstrates extraordinary
independence of thought and originality. There is
exceptional management of learning resources and a
high degree of autonomy is demonstrated which goes
above and beyond the brief. The work demonstrates
intellectual originality and creativity. Writing is
exceptionally well structured and accurately
referenced throughout. Where appropriate,
outstanding professional skills are demonstrated. The
work is original and with some additional effort could
be considered for internal publication.
70-79% An excellent information base within which the
discipline is explored and analysed. There is
considerable originality in the approach and the work
demonstrates confidence and autonomy and extends
to consider ethical issues. Learning resources have
been managed with exceptional confidence and the
work exceeds the assessment brief. Writing is
exceptionally well structured and accurately
referenced throughout. Where appropriate, an
excellent level of professional skills are demonstrated
and the work demonstrates a high level of intellectual
and academic skills.
Upper 60-69% A very good knowledge base which explores and
second analyses the discipline, its theory and any associated
(2:1) ethical issues. There is evidence of some originality and
independence of thought. A very good range of
learning resources underpin the work and there is clear
evidence of self-directed research. The work
demonstrates the ability to analyse the subject and
apply theory with good academic and intellectual skills.
Academic writing skills are good, expression is accurate
overall and the work is consistently referenced
throughout.
Lower 50-59% A satisfactory understanding of the discipline which

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second supports some analysis, evaluation and problem-
solving within the discipline. There may be reference to
(2:2)
some of the ethical considerations. The work shows a
sound level of competence in managing basic sources
and materials. Academic writing skills are good and
accurate overall and the work is planned and
structured with some thought. Professional skills are
satisfactory (where appropriate). The work may lack
originality but academic and intellectual skills are
moving into the critical domain. The work is referenced
throughout.
Third 40-49% Basic level of performance in which there are some
omissions in the understanding of the subject, its
(3)
underpinning theory and ethical considerations. There
is little evidence of independent thought and the work
shows a basic use of sources and materials. Academic
and intellectual skills are limited. The work may lack
structure overall. There are some difficulties in
developing professional skills (where appropriate).
There is an attempt to reference the work.
Margina 30-39% A limited piece of work in which there are clear gaps in
l Fail understanding the subject, its underpinning theory and
ethical considerations. The work shows a limited use of
sources and materials. Academic and intellectual skills
are weak and there are errors in expression and the
work may lack structure overall. There are difficulties in
developing professional skills (where appropriate). The
work lacks original thought and is largely imitative.
29% and A poor performance in which there are substantial gaps
below in knowledge and understanding, underpinning theory
and ethical considerations. The work shows little
evidence in the use of appropriate sources and
materials. Academic writing skills are very weak and
there are numerous errors in expression. The work
lacks structure overall. Professional skills (where
appropriate) are not developed. The work is imitative.

22
 Section F: Further Support

Short term extensions and mitigations

Please remember that if you experience any personal or health related issues
which have affected your ability to work on your dissertation, then you can
apply for a short-term extension (one week) or a period of mitigation (until the
next submission point). Please discuss this with your supervisor or a
dissertation module leader if you think it would be helpful to you. The forms
for completion are available on ilearn and evidence will be requested in all
cases.

Student Inclusion Advisors are here if you encounter any challenges to your
health, wellbeing, or ability to study during the writing of your dissertation.

To arrange an appointment, email inclusion@arden.ac.uk with

‘APPOINTMENT’ in the subject heading. In the body of your email, tell us as
much as possible about the challenges you are experiencing so we can make
sure the right support is there for you.

We offer appointments via video call or over the phone - you can choose
whichever format works best for you.

Guided by you, our Inclusion advisers can:

 Help you access exam adjustments.

 Support you when applying for funding, such as Disabled Students’

Allowances (DSA).
 Discuss with you reasonable adjustments for teaching and learning.
 Arrange a screening and possible referral if you think you may have a
Specific Learning Difference such as dyslexia, dyspraxia, dyscalculia or
ADHD.

23
  Provide advice and guidance about the potential impact of your
disability or mental health difficulty on your studies and how this can be
accommodated within your course.
 Signpost you to support services.

 Provide information and advice if you're considering an interruption of

study for health or wellbeing reasons.
 Support your return to study following an interruption due to health or
wellbeing reasons

Togetherall

All Arden University students have access to Togetherall, which includes free
online welfare, as well as advice for students and wellbeing support 24 hours a
day, 365 days a year. Whether you're struggling to sleep, feeling low or
stressed, or find yourself unable to cope, Togetherall can help you get support,
take control and feel better.

Join an online global community and receive support from trained

professionals, all while remaining totally anonymous. View Togetherall’s
privacy statement.

Togetherall provides a safe space online to get things off your chest, explore
your feelings, get creative and learn how to self-manage your mental health
and wellbeing.

Arden students can sign up here.

Problem Shared

Problem Shared is a counselling service available for UK Arden students.

Problem Shared practitioner's offer a service with over 30 languages available,

multiple specialties (including CBT, DBT, EMDR) and are from a range of
cultural backgrounds.

Problem Shared Counsellors must:

 Have been in independent practice for at least 2 years.

 Be paid-up members of the BPS, BACP or another recognised accrediting
body
24
  Provide two references from currently practicing and accredited
therapists
 Complete our in-house online therapy training

Problem Shared offers a flexible form of counselling; however, a maximum of 6

sessions will currently be offered as standard.

If you would like to access Problem Shared counselling, please email

inclusion@arden.ac.uk

Student Support

Do you have a non-academic question about your programme of study? Your

Student Support team is here to help you.

Distance Learning

Email: studentsupport@arden.ac.uk
Phone: +44 (0) 2476515700

Contact Student Support

Student Support – Ealing Study Centre

Email: ealingstudentsupport@arden.ac.uk
Phone: +44 (0) 208190100

Contact Ealing Study Centre Student Support

Student Support – Tower Hill Study Centre

Email: towerhillstudentsupport@arden.ac.uk
Phone: +44 (0) 208190100

Contact Tower Hill Study Centre Student Support

Student Support – Holborn Study Centre

Email: holbornstudentsupport@arden.ac.uk
Phone: +44 (0) 208190100

Contact Holborn Study Centre Student Support

25
Student Support – Birmingham Study Centre

Email: birminghamstudentsupport@arden.ac.uk
Phone: +44 (0) 1213140684

Contact Birmingham Study Centre Student Support

Student Support – Manchester Study Centre

Email: manchesterstudentsupport@arden.ac.uk
Phone: +44 (0) 1618203893

Contact Manchester Study Centre Student Support

Student Support - Leeds Study Centre

Email: leedsstudentsupport@arden.ac.uk

Phone: +44 (0) 1133222942

eLibrary Student Support

If you need any help or have any questions with the Library Service please do
not hesitate to get in touch with the team by email: libraries@arden.ac.uk

Academic Skills Support

If you need any help or have any questions about academic skills please get in
touch with the Academic Skills Team by email: study-skills@arden.ac.uk

Tutor Support

Do you have a question about the content of your course? To contact your
Tutor, you can post a message in your module's discussion forum or contact
your Tutor by email.

Visit your module page for further information

Student Finance Support

26
Are you funding your studies using a Tuition Fee Loan from Student Finance
England? Your Student Finance Support Team are here to answer any queries
you may have about your loan and how we claim your funding.

Email: studentfinance@arden.ac.uk
Phone: +44 2476 515700

Contact Student Finance

Technical Support

Are you having problems accessing your materials? If so you can contact our
friendly technical support team who will be happy to assist.

Email: help@arden.ac.uk

Get Technical Support

Section G: Recommended reading

Beardsmore, C. (2013) How to do your Research Project. [BibliU version] Wiley

Bell, J. and Waters, S. (2018) Doing Your Research Project. [BibliU version] 7th
ed. McGraw-Hill Education.
Bettany-Saltikov, J. and McSherry, R. (2016) How to do a systematic literature
review in nursing : a step-by-step guide. Second edition

Boland, A., Cherry, G. and Dickson, R. (2017) Doing a Systematic Review. [BibliU
version] 2nd ed. London, SAGE Publications

Burroughs, C. (2019) The Return to Study Handbook. [BibliU version] London,

Kogan

Cottrell, S. (2019) The Study Skills Handbook. [BibliU version] 5th ed. London,
Bloomsbury Publishing

27
Dawson, C. (2009) Introduction to Research Methods. [BibliU version] 4th ed.
London, Little, Brown Book Group.
Day, T. (2018) Success in Academic Writing. [BibliU version] 2nd ed. London,
Bloomsbury Publishing.

Fisher, C. (2011) Researching and Writing a Dissertation. [BibliU version] 3rd

ed. Harlow, Pearson Education.
Higgins, J.P.T. (2019) Cochrane handbook for systematic reviews of
interventions. Second edition. Wiley-Blackwell.

Jolley, J. (2020) Introducing Research and Evidence-Based Practice for Nursing

and Healthcare Professionals. [BibliU version] 3rd ed. Taylor and Francis.
Khan, K. et al. (2011) Systematic reviews to support evidence-based medicine.
[BibliU version] 2nd ed. CRC Press.
McMillan, K. and Weyers, J. (2012) How to Write Dissertations and Project
Reports. [BibliU version] 2nd ed. Harlow, Pearson Education

Moule, P. (2018) Making Sense of Research in Nursing, Health and Social Care.
[BibliU version] 6th ed. London, SAGE Publications

Mukherjee, S. P. (2019) A Guide to Research Methodology An Overview of

Research Problems, Tasks and Methods. [BibliU version]

Mustajoki, H. and Mustajoki, A. (2017) A New Approach to Research Ethics.

[BibliU version] Taylor and Francis

Wilson, J. (2014) Essentials of Business Research: A Guide to Doing Your

Research Project. [BibliU version] 2nd ed. London, SAGE Publications.

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