| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Research Design, Management and Methods |
| Unit ID: | BAHRS4034 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (BAHRS4031) |
| ASCED: | 090399 |
| Other Change: | |
| Brief description of the Unit |
The purpose of this unit is to provide the student with a foundation for undertaking and completing a research project within their chosen disciplines. Students will learn about a range of research practices used in scholarly research and will refine their understanding of disciplinary research practices to develop their skills in recognising how the design of a research project affects the nature and scope of what is then learned from that research. Graduates will be prepared for advanced professional practice and/or for further research in a higher degree program. The unit consists of a core, interdisciplinary module examining research design, management and methods, as well as a discipline specific methodology and design component. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | |  | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Analyse principles of scholarly research inquiry, including generic, interdisciplinary and discipline-specific knowledge, understanding and application of research skills |
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| K2. | Recognize analytical techniques relevant to ones discipline and how these can be applied for research purposes |
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| K3. | Evaluate the quality of research and academic writing at Honours level |
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| Skills: |
| S1. | Practice advanced skills in library, web-based, and domain-specific research |
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| S2. | Analyse and interpret domain-specific data |
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| S3. | Exhibit ethical and responsible behaviour in conducting discipline-specific research within institutional settings |
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| S4. | Compose and develop a research logic, method or plan as relevant to the discipline. |
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| Application of knowledge and skills: |
| A1. | Formulate and communicate ones own, and others, research ideas effectively in written reports and presentations |
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| A2. | Apply an understanding of research design, methods, and management techniques directly to ones thesis project. |
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| A3. | Identify and evaluate evidence appropriate for supporting ones position |
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| A4. | Relate argument in public speaking |
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| Unit Content: |
•Theories of knowledge (epistemologies, hermeneutics, global knowledges)
•Theories of research and their application (which may include phenomenological, ethnographic, qualitative, exploratory, quantitative, feminist, de-colonising, indigenous, philosophical)
•The application of contemporary socio/political, literary, and cultural theory to critically analyse research models, practices, texts, literature and creative practice
•Existing research methodologies
•Stages of the research process |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3 S1, S4 A1, A2, A3 | Essay plan comprising full introduction, detailed annotation of key points and reference list for the student`s major essay | Substantive comparative research essay plan | 10-30% | | 2. | K1, K2 S1, S2, S3 A1, A2, A3, A4 | Presentation of one research method relevant to student`s own research project | Presentation | 20-30% | | 3. | K1, K2, K3 S1, S2, S3 A1, A2, A3 | A substantial essay analysing how three different methodologies would approach the same research question - at least one of these methodologies must be more commonly used in a discipline that is not the students home discipline | Substantive comparative research essay | 40-60% |
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