Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Building on the understandings developed in EDN611 Professional Applications of Research, or similar introductory unit, this unit focuses on developing your skills and knowledge necessary to design and conduct educational research in innovative ways and to investigate innovative topics. The unit is structured to enable you to use your knowledge of the commonalities and differences between various paradigms and approaches and to ensure consistency in the design of your own research studies. This unit is relevant for you if you wish to conduct research withinyour particular fields of interest. You will be encouraged to take the roles of problem finders and problem solvers whilst considering the design issues involved in addressing their research interest/focus/question

Aims

This aim of this unit is to enhance capacities for undertaking research in educational and other learning contexts that is innovative in both its focus and its approach. The unit will engage you in a comprehensive examination of relevant research theory and practical application. The unit also aims to enhance and develop your skills and understandings about the role of research in professional and academic life.

Objectives

On completion of this unit you should be able to:

1. conceptualise clearly a research focus or question, identifying specifically the ways in which the proposed study will enhance understanding and contribute to innovation in learning, including conducting a literature search and review (GC A, B, E)

2. construct and justify a research design/methodology appropriate to the research question or focus (GC B, D, E)

3. identify appropriate research methods to address a specific research focus or question (GC A, B, D, E, F, G);

4. (If you intend to undertake the selected research study) select and apply skills required to implement appropriate methods of data collection and analysis or generating texts and textual analysis; (If you intend to undertake the selected research study) integrate the above to produce and present an initial (draft) research proposal (GC B, D, E, F, G)

Content

This unit will cover the following topics:

1. The nature and processes by which significant research problems are conceptualised and generated (including search and critical review processes). The processes involved in choosing an appropriate research design which address the focus of research in an ethical manner.
2. Research Design/Methodology. Examples include ethnography; phenomenography; feminist research; action research; grounded theory; historical and policy research; causal-comparative research; correlational research; experimental/quasi-experimental research; survey research; mulit-method research.
3. Research Methods: Data Collection. Examples include interviewing; focus groups; participant observation; observation; surveys and questionnaires (with attention given to the use of psychometric procedures in their construction); oral histories; personal narratives.
4. Research Methods: Data Analysis. Examples include discourse analysis; textual analysis; content analysis; document analysis, socio-historical analysis; analysis of observation data; analysis of interview data; univariate and multivariate techniques of analysis; the use of parametric and non-parametric tests in the analysis of data; use of SPSS; use of NUDIST/Ethnographer;
5. Ethical Issues in Practical Research Applications. Examples include ethical issues in conceptualisation, design, data collection and security, interpretation and integrity, reporting and drawing conclusions from findings.
6. The research proposal. Preparation, discussion, writing, and presentation of a research proposal; planning the final thesis. The postgraduate student-supervisor relationship. The Confirmation and Final oral processes.

Approaches to Teaching and Learning

The unit will be taught in both internal (Semester and Block) and external mode. In internal mode, the unit will be taught using a mixture of lectures and tutorial sessions. Workshops, seminars and student presentations may also be utilised. In external mode, students will work from print materials (Study Guide and Book of Readings) and web-based materials, and in consultation with the lecturer as appropriate.

Assessment

There are alternative modes of assessment. Format A is required if you have commenced or are intending to commence a doctoral or M Ed (Research) thesis. Alternatively, you may elect Format A or B.

A.Format for the assessment if you intend to proceed to completion of the research component of their degree under the guidance of a supervisor.

B. The assessment for this unit takes the form of a research proposal, of length approximately 5000 words. The proposal is required to be in four major sections, each of which is designed to form the initial draft of major sections of the ultimate research report (thesis).

Formative assessment is provided for each form of assessment through a) direct contact with the teaching cohort and lecturers either face to face or electronically, b) contact with thesis supervisors where appropriate, and c) following presentation of Part 1 of the main assessment item at mid-semester.

Summative Assessment
Alternative format for the assessment of students who do not at this stage intend proceeding to completion of the research component of their degree. Students proposing to complete this alternative assessment must discuss this with the lecturers early in the semester.

Assessment name: Literature Review
Description: Introduction and Initial Review of Literature
(a)Introduction to the area and the research being undertaken;
(b) A review of the literature pertaining to the issue being researched, clearly stating the research questions or issues to be investigated and the extent to which the proposed research adds to the knowledge in the field
Length: approx. 2500 words.
Relates to objectives: 1, 2, 3 & 4.
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Research Design/Methodology
Description: Research Design/Methodology and Methods
a) A statement of the overall design of the study outlining the rationale for selecting hat design and the assumptions underlying it.
b) An outline of the rationale and process for selecting the sample/informants/participants.
c) A description of the sample/informants/participants.
d) An outline of the data collection (instrumentation) or text generation techniques to be used.
e) A description of the data or text analysis techniques to be employed.
Length: approx. 2000 words.
Relates to objectives: 1, 2, 3 & 4.
Weight: 40%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

Assessment name: Research Issues & Limitations
Description: Research Issues and Limitations
Discussion of ethical issues associated with the research; discussion of potential problems in conducting the research; and discussion of limitations of the proposed research.
Length: approx. 500 words.
Relates to objectives: 1, 2, 3, & 4
Weight: 10%
Internal or external: Both
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

American Psychological Association. (2001). Publication manual of the American Psychological Association. Washington, DC: American Psychological Association.

Aron, A., & Aron, E. N. (2001). Statistics for the behavioral and social sciences. London: Prentice Hall.

Creswell, J. W. (2002). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education.

Glesne, C. (1999). Becoming qualitative researchers. New York, NY: Longman.

McMillan, J. H. (2000). Educational research: Fundamentals for the consumer. New York, NY: Longman.

Mills, G. E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Prentice Hall.

Pagano, R. R. (2003) Understanding statistics in the behavioural sciences. Belmont, CA: Wadsworth Publishing.

Tabachnikk, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Needham Heights, MA: Allyn & Bacon.

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 31-Oct-2012