Students will gain an understanding of the individual, social, economic and political implications of population ageing by examining substantive and research methods issues around end-of-life care; 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, ethical implications and research impact opportunities of conducting empirical research on such issues.
Aims and Objectives
Having successfully completed this module you will be able to:
- Locate relevant literature and published data.
- Draw upon theoretical perspectives in Gerontology and apply them to real world social and economic issues impacting upon the lives of older people.
- Identify and discuss the methods, data, ethical and research impact implications of researching substantive issues concerning ageing and older people
- Discuss contrasting viewpoints on key contemporary issues in ageing societies and critically evaluate the evidence for them.
- 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.
- Gain communication skills through the preparation of assessed coursework.
The module will include: critical consideration of 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; methodological issues around measuring pension protection and satisfaction with services; researching 'hard-to-reach' groups; conducting research in care homes; ethical approaches to research on end of life care; use of ethnography and observation to understand old-age support; and achieving research impact. The module will also include a session on 'Tips on Writing a Project Proposal Presentation'.
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 presentation skills.
1 individual PowerPoint presentation (accompanied by audio commentary)
|Total study time||200|
Resources & Reading list
Module resources. Module resources will be available on Blackboard, such as lecture PowerPoint slides, audio-recordings of lectures, key readings, coursework details, discussion boards, references and module updates. You will be provided with guidance to use Teams for verbal/visual communication with tutors and to prepare and submit a narrated presentation through PowerPoint technology
Phillips, J. et al (2010). Key Concepts in Social Gerontology. London: Sage (e-book).
Bell, J. (2010). Doing Your Research Project: A Guide for First-Time Researchers in Education and Social Science. Buckingham: Open University Press (e-book).
Victor, C. (2005). The Social Context of Ageing: A Textbook of Gerontology. Abingdon: Routledge (e-book).
Dannefer, D. and Phillipson, C. (eds) (2013). The SAGE Handbook of Social Gerontology. London: Sage (e-book).
Biggam, J. (2015). Succeeding with your Master's dissertation: A step-by-step handbook. Maidenhead: Open University Press (e-book).
Łuszczyńska, M. (2020). Researching Ageing: Methodological Challenges and Empirical Background. London: Routledge (e-book).
Denscombe, M. (2010). The Good Research Guide: For Small-Scale Social Research Projects. Maidenhead: Open University Press (e-book).
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 boards, and question and answer sessions. Summative assessment is also used, focussing on specific evidence of students' knowledge and understanding in the project proposal presentation.
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