LRRP4800

RESEARCH REPORT

NQF level 8

30 credits

Faculty of Law

Compiled by

Dr JL Matthee

Dr Tamanda Kamwendo

2024
TABLE OF CONTENTS
1. Welcoming.................................................................................................................... 5
2. Module Objective ......................................................................................................... 5
3. Module Outcomes ........................................................................................................ 5
4. Compulsory Contact Sessions ................................................................................... 6
5. Contact with your supervisor...................................................................................... 6
6. Prerequisites ................................................................................................................ 7
7. Credits and Notional Learning Hours ......................................................................... 7
8. Timeline ........................................................................................................................ 7
9. Study Material .............................................................................................................. 9
10. Assessment.................................................................................................................. 9
8.1. Assessment Breakdown ..................................................................................... 9
8.2. Assessment Calendar ......................................................................................... 9
8.3. Calculation of the Final Mark ............................................................................ 10
8.4. Passing the Module ........................................................................................... 10
8.5. Marking Criteria for Research Proposal ........................................................... 10
8.6. Marking Criteria for Oral Presentation ............................................................. 11
8.7. Marking Criteria for Draft of Substantive Chapters ......................................... 12
8.8. Marking Criteria for Final Research Report ..................................................... 13
11. Updating of Module Information and Resources ..................................................... 14
12. Student Graduate Attributes ..................................................................................... 14

Table 1: Icon Library ........................................................................................................... 2

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Table 1: Icon Library

Icon Description

Welcoming message

Module objective

Module outcomes

Action words, terms and concepts that need to be understood

Activities and resources made available on Blackboard

Prerequisites of the module

Credits and notional hours relevant to the module

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Face-to-face contact sessions

Activities to be completed individually (preparation). You may still ask

for feedback from your tutor or lecturer when you encounter aspects
that you have difficulty with

A quiz – usually made available for self-assessment on Blackboard

Unit-specific content for the module

The resources to be consulted (such as the textbook, additional reading

material, etc.)

The roadmap that contextualises (puts into perspective) the different

pieces of information in the module

An important reminder/caution from your lecturer

Assessment questions and opportunities

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Unit-specific assessment criteria

A learning unit

Learning unit outcomes for a specific unit

Purpose of the learning unit

Student graduate attribute

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 1. WELCOMING

Dear student,

Welcome to Research Report. This module provides an opportunity to all final year students
to develop an original and interesting argument on a matter (research problem) that they feel
strongly about. It should be one of the most enjoyable and rewarding modules in the LLB.

From the start of lectures until the final submission you will continue with the writing of your
research report. You already prepared a research problem for LIAS 4811. The research report
takes the initial ideas as set out in the research problem further. In other words, you should
not start with a new topic but stick to the topic identified in the research problem.

Ideally you should already have started planning your chapters for the research report.
Remember, you should not start with the introduction. First write and complete the substantive
chapters. The introduction and conclusion are written when the substantive chapters are done
and after you have received a round of comments from your supervisor and addressed them
in the revised chapters.

It is the responsibility of all students to ensure that they obtain all the information in connection
with this module. This information will be made available on Blackboard.

2. MODULE OBJECTIVE

The purpose of this module is to enhance students’ research skills by requiring them to draft
a research proposal and an independent written research report of 7 000 – 8 000 words or 20
– 25 pages on a topic related to Constitutional law, Criminal law, Labour law, Mercantile law
or Private law. The module aims to develop students’ problem solving, critical thinking, writing,
communication, information technology and self-management skills.

3. MODULE OUTCOMES

On completion of this module, the student will be able to:

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• Engage in independent and self-regulated learning.
• Identify accurately an issue that require researching in one or more legal regimes,
whether South African, regional and/or international.
• Formulate the issue that requires researching with clarity.
• Identify the most relevant and up-to date sources and research methods likely to assist
in solving the topic being researched.
• Retrieve relevant up-to-date legal information from paper and electronic legal sources.
• Determine the relative authority of the relevant information sources.
• Draft a research proposal.
• Read, comprehend, interpret, summarise and apply the relevant information applicable
to the research.
• Formulate a logical, coherent, critical and integrated analysis of the research problem/
question based on applicable legal resources and appropriate research methodology.
• Document research findings in a manner that conforms with the principles relating to
intellectual property, plagiarism and research ethics.
• Employ critical thinking and problem-solving skills to reach a plausible conclusion and
to suggest recommendations.
• Use appropriate referencing style guidelines.
• Communicate research findings both orally and in writing.

4. COMPULSORY CONTACT SESSIONS

There are pre-recorded contact sessions on Blackboard that you must view. Information on
how to access the pre-recorded contact sessions will be disseminated via the Research
Report Blackboard Organization.

5. CONTACT WITH YOUR SUPERVISOR

It is essential that you have regular contact with your supervisor. Make sure about his/her
consultation hours and rely on guidance, suggestions etc. The idea is not that you write this
project on your own. Make use of your supervisor. Regular drafts of chapters must be
submitted to your supervisor for feedback. Marks will be awarded for drafts submitted.

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 6. PREREQUISITES

Although there are no prerequisite modules that students must have successfully completed
before registering for Research Report, the module builds on the work completed in LIAS4811
– Integrated Assessment.

7. CREDITS AND NOTIONAL LEARNING HOURS

‘Notional learning hours’ indicate the amount of learning time taken by the ‘average’ student
to achieve the specified learning outcomes of the course unit or programme. This includes all
learning relevant to achieving the learning outcomes, e.g., directed study, essential practical
work, group work, private study, preparation and assessment.

This module has 30 credits, which implies that 300 notional hours of learning are expected
from students.

There are approximately 20 academic weeks available during which you should draft your
proposal, draft report and final report. This means that you should spend at least 15 hours per
week on your report. In a five day week, this means that 3 hours per week should be dedicated
to your research report, whether it is reading, writing your proposal, doing your oral,
incorporating comments or consulting with your supervisor.

8. TIMELINE

More on timeline to be said during the video recordings. Each of you will have to draw up a
timeline and discuss it with your supervisor. As will be explained during the sessions, any
research project consists of different stages:

Stage 1 was covered by LIAS4811:

• Stage 1: Reading. Remember that even though reading is the very first stage, you
never stop reading. Reading continues throughout the writing process.

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Stages 2 to 4 form part of Research Report:

• Stage 2: The research proposal and oral presentation thereof

• Stage 3: Main writing phase. This is the phase that started once your research proposal
was accepted, this phase continues until you are ready to do final revision, editing.
During this stage you will submit a draft of your substantive chapters (this means your
whole research report excluding the introduction and conclusion)
• Stage 4: Finalisation for submission.

The timeline for completing Research Report in 2024 is as follows:

Research proposal

Submission: 27 May 2024

Feedback and marks to students by: 14 June 2024

Oral presentation

Submission: 27 May – 14 June 2024

Feedback and marks to students by: 14 June 2024

Draft of substantive chapters

Submission: 12 August 2024

Final marks to students by: 9 September 2024

Final research report

Submission: 21 October 2024

Feedback and marks to students by: 9 November 2024

Reassessment

Submission: TBD

Marks captured by: TBD

NOTE: The timeline above might change at the discretion of the Faculty.

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 9. STUDY MATERIAL

There is no prescribed study material in this module.

10. ASSESSMENT

8.1. ASSESSMENT BREAKDOWN

As will be explained during the sessions no research project is written in one go. Academic
writing occurs by way of drafting, revising, chopping & changing, re-structuring and so on.
Your final mark will be calculated as follows:

ASSESSMENT TYPE (E.G. TEST, QUIZ, ASSIGNMENT, ORAL, CONTRIBUTION TO

BLACKBOARD ACTIVITY) MODULE MARK

Assessment 1 Research proposal 10%

Assessment 2 Oral presentation 10%

Assessment 3 Draft of substantive chapters 20%

Assessment 4 Final research report 60%

8.2. ASSESSMENT CALENDAR

Please consult the assessment calendar of the Faculty of Law for the dates of assessments.
The assessment calendar will be available on Blackboard at the commencement of the
semester.

Please refer to the Faculty of Law Undergraduate Assessment Rules and Regulations that is
available on Blackboard and ensure that you are familiar with the contents thereof.

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8.3. CALCULATION OF THE FINAL MARK

In modules that are assessed by way of continuous assessment, your final mark will be the
average mark of all the assessment opportunities whilst taking into consideration the different
weightings of the assessments.

8.4. PASSING THE MODULE

In modules which are assessed by way of continuous assessment (different assessment

opportunities throughout the semester without an examination), a student should have taken
part in all the assessment opportunities and obtain an average of 50%.

8.5. MARKING CRITERIA FOR RESEARCH PROPOSAL

The student must follow the prescribed format of the research proposal and cover all headings in the
following order:

Research Problem

The research problem contains a focused and clear formulation of what the study intends to do. The
research problem must outline the issue to investigate, the possible gap in the literature, and the study's
aims. The research problem must not be merely descriptive but must highlight a conceptual problem.
The research problem must be based on reading and the outcome of a deep engagement with relevant
sources. The research problem must be more or less ten lines but no more than one or two paragraphs.

Research questions

The research questions must break down the research problem into smaller parts. It must be clear what
is being asked. For obvious reasons, the research questions must be tightly connected to the research
problem. Limit the research questions to a maximum of four.

Motivation

The motivation contains a brief explanation of the rationale behind the research problem. Why is the
research problem above essential and relevant? What contribution can be made? This section may
include a brief background that provides context to the research problem. The motivation must be one
to two pages.

Overview of Literature

Structure this section according to the research questions above. Provide a narrative of the primary
sources consulted so far. The narrative must show how the sources will assist in responding to the
research questions. This section is the longest part of the research proposal. It must include references

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to cited sources according to the JJS reference style. The literature overview must be five to six pages
long.

Method and Theoretical Approach

Provide a brief explanation of the main method, e.g. a desktop study that involves a literature study
combined with an exposition and motivation of the theoretical approach(es) that guide the analysis of
sources. (1-2 short paragraphs)

Structure

The research questions guide the structure. In other words, after the introductory chapter, the first
substantive chapter responds to the first research question, the second substantive chapter responds
to the second research question etc. Since the literature overview section covered the primary sources,
this section only requires a short narrative of what will be discussed in each chapter. The short narrative
must only be a few lines.

Preliminary bibliography

All sources consulted so far adhere to the JJS reference style. There is no required number of sources.
Students are expected to do wide and narrow reading of the most essential sources.

Timeline/Planning

The student needs to provide a research plan.

GUIDELINES FOR THE ALLOCATION OF MARKS

Fail Average Good Very good Excellent

Less than 50% 50% - 59% 60% - 69% 70% - 74% 75% and more

8.6. MARKING CRITERIA FOR ORAL PRESENTATION

The following factors must be considered:

a) Is the research problem a problem; and not just a mere statement?

b) Does the research problem raise a question that can be investigated?
c) Is the research problem clear and to the point; and not too long, or general?
d) Do the research questions break down the research problem into smaller sections that could
structure the research report sensibly?
e) Is there a theoretical background or approach that sensibly fits the investigation? Will it assist
the student in strengthening his/her arguments?
f) Has the student done sufficient preliminary reading?

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g) Does the student present information in a logical, interesting sequence which the audience can
follow?

GUIDELINES FOR THE ALLOCATION OF MARKS

Fail Average Good Very good Excellent

Less than 50% 50% - 59% 60% - 69% 70% - 74% 75% and more

8.7. MARKING CRITERIA FOR DRAFT OF SUBSTANTIVE CHAPTERS

The following factors must be considered:

a) Is there proof of sufficient knowledge, interpretation and application of the relevant

literature for the specific chapter/draft?
b) Is sufficient understanding and application of appropriate research methodology,
techniques and analysis demonstrated as far it is relevant for the specific chapter/draft?
c) Is the argument in the chapter/draft presented systematically, logically, in a well-
structured and coherent manner?
d) Does the chapter / draft form a logical progression from the previous chapter/draft, does
it address and respond to the research problem and research question?
e) Did the candidate devote sufficient attention to literary style and layout and is the
chapter/draft free of linguistic and typographical errors?
f) Is the JJS reference style used and do the references include the most important and
recent sources?

GUIDELINES FOR THE ALLOCATION OF MARKS

Fail Average Good Very good Excellent

Less than 50% 50% - 59% 60% - 69% 70% - 74% 75% and more

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8.8. MARKING CRITERIA FOR FINAL RESEARCH REPORT

The following criteria should be taken into account:

a) Are the chosen research problem and research questions of the report clearly defined,
focused, contextualised and scientifically founded?
b) Is there proof of sufficient knowledge, interpretation and application of the relevant
literature?
c) Is sufficient understanding and application of appropriate research methodology,
techniques and analysis demonstrated?
d) Is the argument in the report presented systematically, logically, in a well-structured and
coherent manner?
e) Does the subject of the study form a logical progression from the research problem and
research questions, and are the chapters/drafts coherent units?
f) Did the candidate devote sufficient attention to literary style and layout and is the report
free of linguistic and typographical errors?
g) Is the JJS reference style used, is the format and layout of the bibliography correct and
does it include the most important and recent sources?
h) Is the final summary relevant, and does it convey the aim and findings of the study?
i) What are the strengths and weaknesses of the report?

GUIDELINES FOR THE ALLOCATION OF MARKS

The research report deserves a distinction (cum laude) without reserve. It

85% and
is an excellent report. It demonstrates understanding, originality and
more
analysis (theoretical or empirical) over and above what is required.

The research report deserves a distinction (cum laude). A highly competent

presentation in terms of argument, organisation and style. An authoritative
75% - 85%
coverage and interpretation of the relevant literature. Proof of some
originality, clear insight and depth of understanding.

The research report does not deserve a distinction, although it represents

a very competent effort. There is proof of a degree of originality, satisfactory
70% - 74%
insight and depth of understanding. The more significant part of the work is
covered sufficiently, is well organised and argued.

The research report is well-executed with sufficient organisation,

60% - 69% methodology and conclusions. There is very little originality if any, but, on
the whole, a competent achievement.

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 The research report is of a sufficient academic standard to pass. There is
little to no originality, and the report represents a basic overview of the
50% - 59%
literature, an adequate understanding of the significance of the research
and a reasonably competent methodology and interpretation.

The research report does not meet the minimum academic standard.
Consequently, the candidate fails. The work exhibits such a low level of
40% - 49% methodology, interpretation, conclusions and layout that it can be regarded
as incompetent. The report does not succeed in demonstrating familiarity
with basic academic conventions of presentation and organisation.

11. UPDATING OF MODULE INFORMATION AND RESOURCES

The module schedule and learning unit content, either orally or in writing, can be updated or
modified at any time by the lecturer. It is the responsibility of students enrolled in this module
to stay up to date with the schedule and curriculum. An announcement of this type can be
given in face-to-face class sessions or communicated on Blackboard. It is recommended that
students check Blackboard weekly to keep up to date with the latest developments in this
module. Any work discussed during contact sessions can be used for assessment purposes.

12. STUDENT GRADUATE ATTRIBUTES

Graduate attributes may be broadly defined as the qualities, competencies and

understandings of a graduate which a university community agrees students should develop
during their time at the institution, both for their future professions and to contribute as ordinary
citizens.

These attributes include but go beyond the disciplinary expertise or technical knowledge that
has traditionally formed the core of most university courses. They are qualities that also
prepare graduates as agents of social good and for personal development in light of an
unknown future.

The eight student graduate attributes identified by the UFS that will be developed during the
course of a student’s undergraduate studies, are the following:

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The eight graduate attributes:

Academic competence is a graduate attribute embedded in all assessments and refers to

the knowledge, skills and attitudes that students develop through their interaction with
discipline specific content. Critical to academic competence is lifelong learning, which is an all
purposeful learning activity, undertaken on an ongoing basis with the aim of improving
knowledge, skills and competence. Lifelong learners are curios, take initiative, learn
independently, transfer knowledge, and reflect on their learning.

Academic competence for the LLB learner means that the learner has a comprehensive
and sound knowledge and understanding of the South African Constitution and basic areas or
fields of law. This relates to the body of South African law and the South African legal system,
its values and historical background. The learner can demonstrate an integrated
understanding of legal principles, concepts, theories and values, also in relation to societal
issues. The graduate has knowledge and understanding of:

a) the dynamic nature of law and its relationship with relevant contexts such as political,
economic, commercial, social and cultural contexts;
b) a discipline other than law and law’s relationship to other disciplines; and
c) select areas of the law.

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues,

ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

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Critical thinking for the LLB learner means that the learner can demonstrate the ability to
research, analyse and evaluate information from a legal perspective. The learner is able to:

a) recognise and reflect on the role, place and limitations of law in South African society
and beyond;
b) analyse a text and/or scenario to find the key issues, i.e., distinguish between relevant
and irrelevant information and distinguish between legal and non-legal issues;
c) identify and address the issues presented in a text or scenario; and
d) make judgments on the merits of particular arguments and make and present reasoned
choices between alternative solutions.

Problem solving is the process of designing, evaluating and implementing a strategy to

answer an open-ended question or achieve a desired goal.

Problem solving for the LLB learner means that the learner is able to:

a) find, select, organise, use, analyse, synthesise and evaluate a variety of relevant
information sources;
b) determine the relative authority of relevant information sources;
c) present and make a reasoned choice between alternative solutions;
d) use techniques of legal reasoning, methodology and argumentation to reach a plausible
conclusion; and
e) demonstrate academic integrity in research.

Communication comprises of oral as well as written communication.

Oral communication is a prepared, purposeful presentation designed to increase

knowledge, to foster understanding, оr to promote change in the listeners' attitudes, values,
beliefs or behaviours.

Written communication is the development and expression of ideas in writing. Written

communication involves learning to work in many genres and styles. It can involve working
with many different writing technologies, and mixing texts, data, and images. Written
communication abilities develop through iterative experiences across the curriculum.

Communication as an attribute of the LLB learner means that the learner is proficient in
reading, writing, comprehension and speaking and is therefore able to:

a) communicate effectively by choosing appropriate means of communication for a variety

of contexts;

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b) demonstrate effective oral, written, listening and non-verbal communication skills;
c) apply communication skills to relevant situations and genres; and
d) engage with diverse audiences.

Ethical reasoning is reasoning about right and wrong human conduct. It requires students to
be able to assess their own ethical values and the social context of problems, recognize ethical
issues in a variety of settings, think about how different ethical perspectives might be applied
to ethical dilemmas and consider the ramifications of alternative actions. Students’ ethical self-
identity evolves as they practice ethical decision-making skills and learn how to describe and
analyze positions on ethical issues.

Ethical reasoning as an attribute of the LLB learner means that the learner can solve
complex and diverse legal problems creatively, critically, ethically and innovatively.

The LLB learner has knowledge of relevant ethical considerations in law and is able to conduct
her/himself ethically and with integrity in her/his relations within the university and beyond,
with clients, the courts, other lawyers and members of the public.

Community engagement is continuous negotiated collaborations and partnerships between

the UFS and/or its members and the interest groups that it interacts with, aimed at building
and exchanging the knowledge, skills, expertise and resources required to develop and
sustain society.

Community engagement as an attribute of the LLB learner means that the learner has
skills and knowledge to understand the responsibilities of the legal professional in service to
the community. In doing so, the learner is able to recognize, reflect and apply social justice
imperatives in acknowledging the capacity, agency and accountability of the legal professional
in shaping and transforming the legal system and promote social justice.

Entrepreneurial mindset is a set of attitudes, skls and behaviours that can be applied in all
spheres of life. This mindset enables citizens to nurture their personal development, to actively
contribute to social development, to enter the job market as employee or as self-employed,
and to start-up or scale-up ventures which may have a cultural, social or commercial motive.

Entrepreneurial mindset as an attribute of the LLB learner means that the learner is able
to:

a) function effectively in independent and collaborative settings;

b) Recognise opportunities, be creative and innovative, be future-orientated, comfortable
with risk-taking, take initiative, be self-reliant, flexible and adaptable.

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Assessment of Graduate Attributes

Academic competence will form the foundation of all assessments throughout the LLB
programme in terms of which one or more of the other attributes will also be assessed to
establish the attainment thereof. It is a priority of the Faculty of Law of the UFS to develop all
eight of the identified student graduate attributes in all the modules presented throughout the
course. However, the assessment to establish the attainment thereof might only be performed
in specific identified modules on different levels, depending on the moment within which it falls
during the academic programme.

These assessments could form part of a student’s formative or summative assessments and
contribute towards his/her final mark for a particular module but will be designed to provide
proof of the attainment of one or more specified graduate attribute at a particular level.
Learners will be informed of the nature and purpose of these assessments and will be
encouraged to compile portfolios (or ePortfolios) in order for them to be able to:

a) reflect on their development of graduate attributes across the LLB programme;

b) provide evidence for how and where graduate attributes were developed across the
curriculum; and
c) improve their skills and marketability for potential employers, funders and work network.

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