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HIS33150

Academic Year 2026/2027

BA Dissertation European (HIS33150)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
3 (Degree)
Credits:
15
Module Coordinator:
Assoc Professor Conor Mulvagh
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The dissertation forms the capstone of the degree in European Studies. Building upon the skills, knowledge, and methods that have been developed over the course of the programme, students will work directly with an academic supervisor to create an independently researched dissertation. Students will propose a topic, work with primary and secondary sources, and develop and articulate an argument in a substantial piece of polished writing (8000 words).

About this Module

Learning Outcomes:

- Demonstrate their ability to create an independently designed piece of work through research.
- Define clearly and articulate research questions.
- Construct an appropriate and coherent argument
- Work with relevant primary and secondary sources
- Present the results of their research in a coherent, polished, and professional manner

Indicative Module Content:

In the autumn semester, students will do the Research Skills module in preparation for the dissertation. They will propose a topic, be assigned a supervisor with whom they will have a minimum of 3 formal meetings in the Autumn semester, and they will commence work with primary and secondary sources, and develop and articulate an argument in a substantial piece of polished writing (8000 words). In the second semester, they will work independently on their dissertation, while having a minimum of 3 formal meetings with their supervisor.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Advanced Beginner

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1
 

Student Effort Hours:
Student Effort Type Hours
Project Supervision

6
Specified Learning Activities

180
Autonomous Student Learning

190
Total

376

Approaches to Teaching and Learning:
The dissertation naturally demands a substantial amount of independent work to conceive, research, execute and edit the final project. Throughout the process, students will work closely with an academic supervisor who will provide them with structured support during the research and writing phases. In this sense, students will learn to strike a balance between task-based and reflective modes of learning. Students should expect no more than six meetings with their supervisor, three in the first trimester and three in trimester two.

A proportion of written assignments in each module in the School of History are subject to moderation, meaning they undergo a second layer of review by another grader. This can include oral moderation meetings where the student is invited in for a short meeting with the module coordinator to discuss the assignment. Moderation contributes to better informed marking.

Generative AI may not be used for assessments in this module. If you have any concerns about what is included in the remit of generative AI, please consult with your Module Coordinator.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
SLL30240 - Dissertation


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Thesis/Dissertation: Students complete an 8,000-word dissertation, working with a supervisor. They have a minimum of 6 formal supervisory meetings during the academic year. Week 14 Graded No
100
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn No
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

How will my Feedback be Delivered?

Feedback is provided individually to students on chapter drafts or on one draft of the entire thesis. Feedback is provided in written form and verbally in one-to-one supervisions. In semester 1, the student will commence work with their assigned supervisor. During pre-arranged one-on-one meetings, the student will discuss specific areas of focus for their research with the supervisor. These will include the drafting of the required assignments for the Research Skills module, which includes a Research proposal, preparation of a literature review, and identification of relevant primary sources. The supervisor will provide individual feedback to students suggesting further avenues of investigation, and the research topic will be refined between the student and supervisor. During supervisory meetings students will be provided with individual feedback on contextual literature and primary sources. During semester 2 students will be given individual feedback on written work provided it is submitted in due time. Students should receive six supervisions in total, the first three linked to the research skills seminar.

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