Students will gain an understanding of the individual, social, economic and political implications of population ageing by examining substantive and research methods issues around ageism, discrimination and exclusion; changing family forms and diverse lifestyles; they will investigate the contributions of older people such as their social and economic participation, and caregiving in later life; and gain an appreciation of the diverse meanings and experiences of ageing over the lifecourse by examining ageing through the lenses of ethnicity, gender, socio-economic group and sexual identity, and discussing the methods, data and ethical implications of conducting empirical research on such issues.
Aims and Objectives
Having successfully completed this module you will be able to:
- Gain communication skills through the preparation of assessed coursework.
- Draw upon theoretical perspectives in Gerontology and apply them to real world social and economic issues impacting upon the lives of older people.
- Demonstrate understanding of methods for researching ageing societies in a clear and succinct way, drawing on qualitative and numerical evidence, and referencing your sources correctly.
- Discuss contrasting viewpoints on key contemporary issues in ageing societies and critically evaluate the evidence for them.
- Identify and discuss the methods, data and ethical implications of researching substantive issues concerning ageing and older people
- Locate relevant literature and published data.
The module will include online lectures on: critical consideration of the quantitative and qualitative research methods, secondary data sources and ethical issues concerned with researching older people in society; issues around diverse lifestyles in later life and their implications for old-age support; poverty and social exclusion in old age; ageing in a multi-racial and multi-ethnic society; researching 'hard to reach' groups; conducting research in care homes; how ageing is structured by gender and ethnicity; work and retirement; negotiation of social care; and end of life care and dying. The module will also include a session on 'Tips on Writing a Project Proposal'.
Learning and Teaching
Teaching and learning methods
Teaching methods include:
Online lectures, tutor-led discussion boards.
Learning activities include:
Online lecture and tutor-led triggers for discussion boards, student discussion boards, and independent study. Designing a research proposal. Developing essay writing and presentation skills.
1 essay assignment and 1 individual PowerPoint presentation (accompanied by audio commentary)
|Total study time||200|
Resources & Reading list
Module resources will be available on Blackboard, such as lecture PowerPoint slides, audiorecordings of lectures, key readings, coursework details, discussion boards, references and module updates. You will be provided with guidance to use Skype for verbal/visual communication with tutors and to prepare and submit a narrated presentation through PowerPoint technology.
Bell, J. (2010). Doing Your Research Project: A Guide for First-Time Researchers in Education and Social Science. Buckingham: Open University Press.
Denscombe, M. (2010). The Good Research Guide: For Small-Scale Social Research Projects. Maidenhead: Open University Press.
Dannefer, D. and Phillipson, C. (eds) (2013). The SAGE Handbook of Social Gerontology. London: Sage.
Biggam, J. (2015). Succeeding with your Master's dissertation: A step-by-step handbook. Maidenhead: Open University Press.
Phillips, J. et al (2010). Key Concepts in Social Gerontology. London: Sage.
Jamieson, A. and Victor, C.R. (2002). Researching Ageing and Later Life. Buckingham: Open University Press.
Victor, C. (2005). The Social Context of Ageing: A Textbook of Gerontology. Abingdon: Routledge.
Assessment feedback on written work is given in written and verbal format. Students will receive both individualised and generic feedback. Formative methods of assessment are used throughout the module in providing students with ongoing feedback on their progress and understanding through group discussions in discussion board, and question and answer sessions. Summative assessments are also used, focussing on specific evidence of students' knowledge in module essays.
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External