HACT40010 Evidence-based Community Resilience: Applied Research Design

Academic Year 2022/2023

This module is an element of the third component (Thematic Specialisation - 30 ECTS credits) of the NOHA Joint Master’s Degree in International Humanitarian Action to be completed during the second semester. It forms a recognised part of the curriculum and is a requirement for obtaining the NOHA Master’s degree. It is also a core module on the UCD D062 -MSc in Humanitarian Action. The purpose of this module is to equip students with the competences (knowledge and skills) to carry out rigorous research.
Global humanitarian action has evolved over the last generation from the ad hoc charitable giving to populations affected by disasters to an enterprise with a recognisable global humanitarian system employing a growing number of humanitarian professionals. This shift places ever increasing demands for accountability to both the donors and the affected population. The call for evidence-based humanitarian action has increased. Humanitarian professionals working at all levels, whether in the field, in headquarters or in policy settings, are now required to have varying levels of competence in planning, conducting and evaluating research as well as information management.

This module will explore the relevance of resilience to contemporary humanitarian action. Students will identify how resilience can be measured and enhanced concretely through programming in a range of humanitarian settings. In so doing students will learn how to develop a research proposal, write a literature review and construct conceptual and analytical frameworks for understanding and measuring resilience. The resilience paradigm has developed ever greater importance within humanitarian action in recent years as a result of the immense global challenges posed by the chronic vulnerability of populations. Resilience aims to address the underlying vulnerabilities that turn shocks and stresses into humanitarian crises by emphasising the absorptive, adaptive and transformative capacities of communities. However, “the failure to generate and use evidence in policy and response makes humanitarian action less effective, less ethical and less accountable”

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Curricular information is subject to change

Learning Outcomes:

On completion of the module students will be able to:
• Develop a research proposal for a research project;
• Conduct a literature review and to establish a study framework of relevance to community resilience;
• Has demonstrated the capacity to identify and justify research methods that are appropriate for research relating to community resilience;
• Design and implement a mixed methods research project relating to community resilience in a controlled setting;
• Analyse and present both quantitative and qualitative data as part of a mixed research project focusing on community resilience;
• Apply best practice in programme/ project monitoring and evaluation of relevance to community resilience.
• Critically reflect on the use of methods, their limitations and the knowledge gained therefrom in terms of ethical aspects and the researcher’s position.

Indicative Module Content:

- Kick-off Session (Timetable, SPSS, NVivo, ODK, Projects)
- Introduction to Applied Research Design I
- Introduction to Applied Research Design II (broad areas of research)
- Community Resilience
- Vulnerability and Capacity Assessments
- Urban Resilience
- Research Proposal Workshop
- Literature Reviews: Conceptual Frameworks; Analytical Frameworks
- Literature, methods, and data management workshop
- Quantitative Research Methods I
- Quantitative Research Methods II (ODK/Kobo Tools)
- Qualitative Research Methods I and II
- Participatory (Qualitative) Research Methods
- Quantitative Data Analysis and Presentation I (Theory)
- Quantitative Data Analysis and Presentation II (SPSS)
- Qualitative Data Analysis and Presentation I (Theory)
- Qualitative Data Analysis and Presentation II (NVivo)
- Qualitative Data Analysis and Presentation II (NVivo)
- Project presentations – Webinar

Student Effort Hours: 
Student Effort Type Hours
Lectures

36

Small Group

15

Tutorial

20

Conversation Class

10

Computer Aided Lab

15

Specified Learning Activities

70

Autonomous Student Learning

80

Total

246

Approaches to Teaching and Learning:
The module will employ primarily a series of lectures by a range of relevant experts in order to achieve the learning outcomes identified. Learning materials will be released in Brightspace during the course of the module. The module will apply the Universal Design Learning (UDL) principles of multiple means of engagement, representation, action and expression to enhance educational experience of all students by introducing more flexible methods of teaching, assessment and service provision. The approach to teaching and learning will include active/task-based learning; peer and group work; critical writing; reflective learning; computer lab work; enquiry & problem-based learning; debates; case-based learning; student presentations among others. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Journal: Students to be presenting a critical analysis and reflection of the reading materials on a weekly basis Varies over the Trimester n/a Graded No

15

Presentation: Group Project - Poster Presentations Varies over the Trimester n/a Other No

15

Assignment: Individual Project - Research Proposal Varies over the Trimester n/a Graded No

40

Group Project: Research Ideas Varies over the Trimester n/a Graded No

0

Group Project: Research Project Report Varies over the Trimester n/a Graded No

30


Carry forward of passed components
Yes
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Students will received ongoing regular feedback as part of the learning process. Written feedback will be given general feedback, followed by points of commendation and areas for improvement on the projects before and after the assessment. Individual research project will be graded using a rubric and feedback will be given within two weeks of submission. For the group project, formative feedback will be given at various stages of project's development. The group project will be graded using a rubric, and class and group feedback will be given prior to the end of the semester. Peer assessment of the contributions of group presentations will be taken into account for an individual grade. Each group will receive feedback on their presentations

- De Vaus, D. (2002). Analysing social science data. Analysing Social Science Data: 50 Key Problems in Data Analysis. London: Sage
- Hennink, M., Hutter, I. and Bailey, A. (2011). Qualitative Research Methods. London: Sage.
- Chandler, D.C. (2014). Resilience: the governance of complexity. Abingdon, Oxon Routledge
- Clark, T. et al. (2021) Bryman’s Social Research Methods (6th ed) Oxford University Press, UK.
- Bryman, A. (2015) Social Research Methods (5th ed) Oxford University Press, UK.
- Sarantakos, S., (2013) Social Research (4th ed) MacMillian Press Ltd. London.
- Huff, G., et al (eds) (2020). The community resilience handbook. 1st ed. American Bar Association.
- Matyas, D. and Pelling, M. (2014). Positioning resilience for 2015: the role of resistance, incremental adjustment, and transformation in disaster risk management policy. Disasters, 39(S1): pp S1−S18
- Béné, et al. (2014). Review Article: Resilience, Poverty, and Development. Journal of International Development. 26 (2014) pp 598–623.
- Mpanje, D., Gibbons, P. & McDermott, R. (2018) ‘Social Capital in Vulnerable Urban Contexts: An Analytical Framework,’ Journal of International Humanitarian Action, Vol. 3, 4. https://doi.org/10.1186/s41018-018-0032-9
- IFRC (2019) Enhanced Vulnerability and Capacity Assessments. Resources available on https://www.ifrcvca.org/how-to-do-evca [last accessed on 18th March 2021]
- Wisner, B. (2003). “Assessment of capability and vulnerability”. In Bankoff, G.F., Frerks, G. and Hilhorst, D. (Eds), Mapping Vulnerability: Disasters, Development and People, Earthscan, London, pp. 183-193.
- Leshem, S., & Trafford, V. (2007) Overlooking the conceptual framework. Innovations in Education and Teaching International, 44:1, 93-105, DOI:
10.1080/14703290601081407.
- Hart, C. (1998) Doing a Literature Review: Releasing the Social Science Research Imagination, London: Sage (Chapter 1 available on Brightspace)
- Flick, U. (2006). An Introduction to Qualitative Research. London: Sage. ‘Theoretical Positions Underlying Qualitative Research’
- Corbin, J. and Strauss, A. (2008). Basics of Qualitative Research. Third Edition. London: Sage.







Name Role
Assoc Professor Pat Gibbons Lecturer / Co-Lecturer
Dr Desire Mpanje Lecturer / Co-Lecturer