Research Methods in Taxation
Towards the end of your studies you will embark on researching and writing a substantial dissertation of around 15,000 words. In order to help you prepare for this project and to provide you with guidance on how to undertake a major, original piece of research, you will need to complete our research methods module. Aside from learning in some depth about alternative possible research methodologies, we will also help you to prepare a formal research proposal which you must pass in order to proceed to the dissertation stage.
Full module specification
|Module title:||Research Methods in Taxation|
|Duration of module:||
Duration (weeks) - term 2: |
The aim of this module is to prepare you thoroughly for the experience of researching and writing your masters dissertation. By attending taught sessions and meeting formally with your supervisor you will develop a full understanding of what is involved and plenty of advice about how to proceed with your chosen research project. In addition you will receive tailored advice that is relevant to your chosen dissertation topic from your supervisor.
ILO: Module-specific skills
- 1. display the capacity to research and write up a highly effective dissertation
- 2. evaluate and plan your research programme
ILO: Discipline-specific skills
- 3. demonstrate enhanced knowledge and understanding of the literature published in your chosen area of study
- 4. formulate a set of relevant research questions or hypotheses with reference to a specific taxation topic area
ILO: Personal and key skills
- 5. provide evidence of enhanced research skills
- 6. critically evaluate exiting relevant research methods and showcase the capacity to write up an extensive piece of original research
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching activities||8||4 x 2hr taught sessions|
|Scheduled learning and teaching activities||2||Meetings with your supervisor as you prepare your research proposal.|
|Guided independent study||10||Reading and preparing for the taught sessions|
|Guided independent study||130||Reading, thinking about, preparing and writing up your formal research proposal|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|In-class discussion exercises||3 hours||1-6||Verbal feedback|
|Draft research proposal||1,000 words||1-6||Supervisor feedback|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Research proposal||100||3000 words||1-6||Written feedback|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Research proposal||Research proposal (3000 words)||1-6||August/September reassessment period|
During four two-hour taught sessions we will cover the following principle subject areas:
- choosing a dissertation topic
- writing a dissertation proposal
- setting research questions / hypotheses
- undertaking a critical literature review
- research ethics
- quantitative research methods
- qualitative research methods
- analysing your research findings
- writing conclusions and recommendations
In addition you will receive detailed advice from your supervisor about how to develop a strong research proposal.
Indicative learning resources - Basic reading
Oats, L. (2012) Taxation: A Fieldwork Research Handbook, Routledge.
Yin, Robert. (2018) Case Study Research and Applications: Design and Methods. Fourth Edition, Sage
Sage Research Methods. http://methods.sagepub.com. Online Access through university.
Mahoney, J. and Kathleen Thelen. (2015). Advances in Comparative-Historical Analysis (Strategies for Social Inquiry), Cambridge University Press.
King, G., Verba, S., and R. Keohane. (1994). Designing Social Inquiry. Princeton University Press.
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
You will have access to an online searchable and resources database, with links to several eBooks available on through the Exeter Learning Environment (ELE). Within this environment, you will also be supported through online discussion forums and activities.
Last revision date