Unit Session

400337­Social Research Methods Summer 2013-2014

LEARNING GUIDESchool of Social Sciences and Psychology

Please read this document and the accompanying SSAPguide very carefully for everything you need to know about the unit. If you need help, check both (and your unit vUWS site) first. If you still need help, please contact us as per Section 2.1 of the SSAPguide.

Unit Weekly Schedule Follows on next page for your convenience

Contents of Section 1: Unit Information

1.0 Unit Code and Name

1.1 Coordinator Unit coordinator

1.2 Summary Handbook summary

1.3 Unit Level and Credit Point Value

1.4 Campus Campus and time of offer (Day, Night)

1.5 Prerequisites and Corequisites, and Assumed Prior Knowledge

1.6 Incompatible Unit(s) incompatible with, Restrictions, and Requirements

1.7 Content Summary of unit content

1.8 Outcomes Unit learning outcomes

1.9 Assessment Summary of assessments (Also read SSAPguide Section 4)

Contents of Sections 2-6: Unit and Assessment Details

2.0 Introduction Message and list of essential attachments

2.1 Consultation Contact details and consultation times of teaching staff

2.2 Delivery Mode of delivery

2.3 Attendance Attendance requirements

2.4 Feedback Changes to unit in response to student feedback

2.5 Textbook Prescribed text book for unit

2.6 Readings Essential readings

2.7 Resources Any other resources (other than those listed at bottom of this page)

2.8 Referencing Required referencing style for this unit

2.9 Alignment How teaching and assessment align with unit and course outcomes

3 ASSESSMENT 1 Full details of assessment items, each with subsections as follows:

4 ASSESSMENT 2 1 Due date and time

5 ASSESSMENT 3 2 Submission instructions

6 ASSESSMENT 4 3 Description of assessment requirements

4 Criteria: Marking criteria and standards

Internet access: You must have internet access for this unit, preferably high speed broadband (or use University facilities)

vUWS: You must access the unit vUWS site at least twice a week to check for any new content or announcements

iPad: Owning an iPad is strongly recommended, as some units are optimised for iPad

FREE ADOBE READER: This Learning Guide is an Adobe PDF document with internal attachments. To access attachments you may need to download and open it in latest FREE Adobe Reader, available at http://get.adobe.com/reader/ You MUST use free Adobe reader app to access attachments on iPad.

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 1

Summer Schedule

Unit Weekly Schedule(Link to Handbook and timetable for unit: http://handbook.uws.edu.au/hbook/unit.aspx?unit=400337)

Week & DateONLINE Lecture

ANDFACE-TO-FACE Workshop Topic

ESSENTIAL ReadingsText is Walter (2013)

See UNIT WORKBOOK for others

Assessment

1A6/1/2014

LECTURE 1, WORKSHOP 1: Introduction to research methods

Text, Chs. 1 and 3

Anderson, Bunda, & Walker (2008)

1B9/1/2014

LECTURE 2, WORKSHOP 2:Conceptualising the research process

Text, Ch. 1 Crotty (1998), Ch. 1.

ASSESSMENT 1:Online Quiz 1Opens: 6pm Thur Jan 9Closes: 11pm Fri Jan 10

2A13/1/2014

LECTURE 3, WORKSHOP 3:Ethics in social researchResearch concepts: Reliability and validityReading/writing research

Text, Chs. 1,2,3,4 and 16Brookfield (1993), Toombs (2012)

ASSESSMENT 2: Reflection 1 Due 11pm Mon Jan 13

2B16/1/2014

LECTURE 4, WORKSHOP 4:From epistemology to methodology to Method: First steps in designing a research proposalResearch terms: Objectivity, subjectivity, reflexivity

Text, Chs. 2 and 3

Denscombe (2010), Ch. 5

ASSESSMENT 1:Online Quiz 2Opens: 6pm Thur Jan 16Closes: 11pm Fri Jan 17

3A20/1/2014

LECTURE 5, WORKSHOP 5:Developing a research questionOverview of social research designs: Qualitative and quantitative approaches, specific research designs

Text, Chs. Various

ASSESSMENT 2: Reflection 2Due 11pm Mon Jan 20

3B23/1/2014

LECTURES 6a and 6b, WORKSHOP 6:

LECTURE 6a: SamplingLECTURE 6b:Approaches to research & research methods

Text, Ch. 2,3,5 and 6Bryman (2012), Chs. 8 and 18

4A28/1/2014

LECTURE 7, WORKSHOP 7:Research data collection methods: Interviews, Focus groups, Participant observation

Text, Chs. 2, 10, 13 and 15

4B30/1/2014

LECTURE 8, WORKSHOP 8:Analysing data in social research Text, Chs.2,7,8,9,11,12

ASSESSMENT 1:Online Quiz 3Opens: 6pm Thur Jan 30Closes: 11pm Fri Jan 31

ASSESSMENT 2: Reflection 3Due 11pm Thur Jan 30

53/2/2014

No Lecture, WORKSHOP 9:Designing your research proposal

103/2/2014 STUVAC Student exam study vacation

1110/2/2014 FORMAL EXAMINATION PERIOD ASSESSMENT 3: Research Proposal

Due 11pm Mon Feb 10

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 2

SECTION 1: Unit Information

400337 1.0 Unit Code 400337

1.0 Unit Name Social Research Methods

1.1 Coordinator(s) Christopher Roffey

1.2 Summary This unit will focus on research in the social sciences beginning with the question: “What is social research?” The content of the unit examines the process of social research from its epistemological and theoretical underpinnings, understanding of data collection and data analysis, through to developing a research question and designing a research proposal. The unit will enable students to develop a theoretical understanding of the research process; examine ethical considerations in relation to research; and the steps required in developing a research proposal. Applications of research in the social sciences as policy and as practice will be integrated with the unit content. Students will develop a research plan as the basis for 101552 Applied Social Research.

1.3 Unit Level 2

1.3 Credit Points 10

1.4 Campus Bankstown (Day), Penrith (Day)

1.5 Prerequisites 80 credit points of completed study.

1.5 Corequisites None

1.5 Knowledge No prior knowledge is assumed

1.6 Incompatible There are no incompatible units

1.6 Restrictions None

1.6 Requirements None

1.7 ContentMajor content of unit:

1. What is research ­ theoretical underpinnings (epistemology, researchparadigms, research methodology)

2. Key research concepts including reliability, validity, subjectivity, objectivity3. Research Ethics4. The politics and practice of research (reading research and applying

research)5. Introduction to methods for collecting and analysing data (undoing the

quantitative/qualitative binary, mixed methods, data collection, dataanalysis)

6. Designing a research project

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 3

1.8 OutcomesAfter successful completion of this Unit, students will be able to:

1. Demonstrate a clear understanding of the theoretical underpinnings ofresearch and the construction of knowledge in the social sciences.

2. Demonstrate an understanding of research ethics in the social sciences.3. Identify key research concepts, research designs, data collection and

analysis methods in the social sciences.4. Develop a small­scale research proposal appropriate to the social sciences

that demonstrates a basic grasp of the research process.5. Comprehend and critically review research literature at an introductory

level.

1.9 Assessment Assessment Overview: Assessment Worth Length Outcomes Threshold

1 Online Quizzes 20% 3 x 20 questions each 1, 2, 3 No2 Reflections

(Preparatory to Assessment 3)

30% 3 written content reflections (each 400 words, worth 10%)

1 ,2, 3, 4 No

3 Research proposal 50% 1,800 words 3, 4, 5 Yes*

Students must attempt all assessment items in order to be eligible to pass the unit.

*For the Assessment 3 ­ Research Proposal ­ students MUST pass this assessmentitem in order to be eligible to Pass the unit. Because a pass in this unit is a prerequisite for 101552 Applied Social Research, students who fail Assessment 3, but achieve at least 45% of the worth of the assessment (i.e., 22.5/50) will have the opportunity to resubmit their research proposal within 1 week of the assessment’s return to try to achieve a passing grade (capped at 25/50).

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 4

SECTIONS 2-6: Unit and Assessment Details

2.0 Introduction Welcome to 400337 Social Research Methods UWS Summer Session 2013/2014

Attachments in this document are:

• SSAPguide • 400337_Assessment3 (Instructions,marking criteria for Assessment 3)

2.1 ConsultationFor Queries or to arrange a meeting contact Chris Roffey at c.roffey@uws.edu.au

2.2 Delivery This unit is delivered as follows:

• Lectures ­ pre­recorded and available on vUWS• Tutorials ­ 9 x 2 hour Face to Face sessions over 5 weeks (Refer to attachment

400337_UnitWorkbook for more information)

2.3 Attendance Students are expected to view all online lectures and attend all tutorials

2.4 Feedback Recent changes made to this unit for Summer are:

• Introduction of Online Quizzes as Assessment 1 to support student learning• Removal of the online discussion requirement and amendments to the critical reflections of learning

to ensure timely feedback for the final assignment• More detailed instructions for Assessment 3.

2.5 Textbook Walter, M (ed.) 2010, Social Research Methods, 2nd edn, Oxford University Press, South Melbourne. OR Walter, M (ed.) 2013, Social Research Methods, 3rd edn, Oxford University Press, South Melbourne.

These are interchangeable; the 3rd edition will have more recent examples in it but essentially the same topic content. In the list below I have just listed the 2013 version but either applies depending on which version you have obtained from the bookshop.

There is also a Text by Bryman:

Bryman, A 2012, Social research methods (4th ed.), Oxford University Press, Oxford.

This text covers the same material as Walter and usually in far more detail. We do not set it as a text as it is very expensive. However, there are copies in closed reserve in the library and it can be used in addition or as an alternative to Walter if you wish.

2.6 Readings General References

Ali, S. et al. (2004) ‘Politics, Identities and Research’ in Seale, C. (ed.) Researching Society and Culture London, Sage

Blumer, H. (2002) ‘The Ethics of Social Research’ in Gilbert, N. (ed.) Researching Social Life London, Sage

Bryman, A. (2012) Social Research Methods. 4th Edition, Oxford: Oxford University Press.

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 5

Bryman, A. & Burgess, R. (1994) (eds.) Analyzing qualitative data New York, Routledge 

Denscombe, M. (2010) Ground Rules for Social Research: Guidelines for Good Practice. Maidenhead, England: Open University Press 

Devine, F. & Heath. S. (1999) Sociological Research Methods in Context. Basingstoke: Palgrave. 

De Vaus, D. (2002) Surveys in Social Research. London:, Routledge 

Hammersley, M.(1995) The Politics of Social Research London, Sage 

Healey, J. (2005) Statistics: a Tool for Social Research. Belmont, Thomson Wadsworth

Mason, J and Dale, A. (Eds) (2011) Understanding Social Research: thinking creatively about method. London: Sage Publications Ltd. 

Matthews, B. And Ross, L. (2010) Research methods: a practical guide for the social sciences. Edinburgh Gate, Harlow: Pearson Education Limited. 

Seale, C. (2004) ‘Coding and Analysing Data’ in Seale, C. (ed.) Researching Society and Culture London, Sage

Lecture Topic Readings

A list of readings for each of the lecture topics is provided in the attachment titled 400337_LectureReadings

2.7 Resources The only required resources are those listed at the bottom of page 1.

2.8 Referencing The referencing requirement for units in Social Science is the Harvard style. Full details on the Harvard style of referencing can be found at: http://library.uws.edu.au/FILES/cite_Harvard.pdf

You are required to research all your assignments thoroughly.  Although you are encouraged to explore your own perspectives, thoughts and responses within tutorial discussions, ensure that you support your arguments within written work with a variety of academic sources – you will have the opportunity to explore relevant social methods sources so make sure that you use them.

2.9 AlignmentTeaching and assessment in this unit align with learning outcomes as follows: 

• Assessment 1 aligns with Learning Outcomes 1, 2, 3• Assessment 2 aligns with Learning Outcome 1, 2, 3, 5• Assessment 3 aligns with Learning Outcome 3, 4

SECTION THREE

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 6

FIRST ASSESSMENT

3.0 Assessment Online Quizzes Worth: 20% 

3.1 Due BEFORE Monday  

3.2 SubmissionThere are 3 separate online quizzes to complete each due as follows: 

ONLINE QUIZ 1

Opens:  6pm Thurs 9 Jan Closes:  11pm Fri 10 Jan

ONLINE QUIZ2

Opens:  6pm Thurs 16 Jan Closes:  11pm Fri 17 Jan

ONLINE QUIZ 3

Opens:  6pm Thurs 30 Jan Closes:  11pm Fri 31 Jan

3.3 DescriptionThe quizzes draw on the content of the online lectures, face to face tutorials and readings.  

3.4 CriteriaFor each quiz there are 20 questions ­ with a total possible score for each quiz of 20. 

The overall mark for Assignment 1 is determined by dividing the total score from the 3 quizzes by 3 to achieve a mark out of 20. 

SECTION FOUR SECOND ASSESSMENT

4.0 Assessment Critical reflection on learning (1,200 words - 400 words each) Worth:  30% 

4.1 Due There are 3 parts to this assessment due as detailed in Section 4.2  

4.2 SubmissionSubmission to Turnitin via the submission link on vUWS

REFLECTION 1:Due: 11pm, Mon 13 Jan

REFLECTION 2:Due: 11pm, Mon 20 Jan

REFLECTION 3:Due: 11pm, Thurs 30 Jan

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 7

• Answering another series of questions about how you might develop your research proposal, basedon your learning.

Try to make your answers as clear and concise as possible.

REFLECTION 1: Research question Due 11pm Monday 13 Jan 2014

To complete this activity you need to complete the following activitiesRead and take notes of the following: Relevant aspects of the textbook related to developing a research question

• Walter 2013 relevant sections Chapters 1, 2, 3; and/or• Bryman 2012 (or earlier versions) relevant sections of Chapters 1 and 2

AND at least ONE of the following 4 articles reporting research  

• Blagg, H & Valuri, G 2004, 'Aboriginal community patrols in Australia: Self­policing, self­determination and security', Policing and Society, vol. 14, no. 4, pp. 313­28. 

• Bolzan, N & Gale, F 2012, 'Using an interrupted space to explore social resilience withmarginalized young people', Qualitative Social Work, vol. 11, no. 5, pp. 502­16. 

• Dunn, K & Nelson, JK 2011, 'Challenging the Public Denial of Racism for a DeeperMulticulturalism', Journal of Intercultural Studies, vol. 32, no. 6, pp. 587­602.

Answer the following 3 questions in relation to ONE of the research articles

1. Explain in your own words what the research is about and the specific research question. (Give pagereferences to link your explanation to the text.)

2. What justifications have the researcher(s) provided for undertaking the research? (Give pagereferences to link your explanation to the text.); and

3. How have the researchers argued that the research builds on already existing knowledge in thefield? (Give page references to link your explanation to the text.)

Answer the following 3 questions in relation to your research proposal

1. Identity a topic you would be interested in researching that relates to your university study, or work,or other interests that fit into a social research topic

2. Give some background/explanation to your interest in the topic and identify specific issues ofinterest within the topic

3. Based on your interest, identify the Who? What? Where? How? Why? And When? of the issue4. Draft a research question  that best reflects what you wish to research and that reflects an aspect(s)

of the social sciences

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 8

4.3 Description Assessment 2 consists of three Learning Reflections designed to assist you in working towards your major assessment (Assessment 3 ­ your research proposal).  Each involves:

• Reading parts of the text, and a journal article, and taking notes on them.• Answering several questions on your readings to help you understand the concepts.

To complete this activity you need to complete the following activitiesRead and take notes of the following: 

• Crotty, M 1998, The Foundations of Social Research: Meaning and Perspective in the ResearchProcess, Allen & Unwin, St Leonards, NSW. (Ch 1), AND

• Bryman 2012 relevant sections of Chapters 1 and 2OR

• Walter 2013 relevant sections Chapters 1

AND at least ONE of the following 3 articles reporting research 

• Dunn, KM, Kamp, A, Shaw W, Forrest, J & Paradies, Y 2010, 'Indigenous Australians’ attitudestowards multiculturalism, cultural diversity, ‘race’ and racism”', Journal of Australian IndigenousIssues, vol. 13, no. 4, pp. 19­31.

• Holt, A & Pamment, N 2011, 'Overcoming the challenges of researching 'young offenders': usingassisted questionnaires ­ a research note 14: 2,' International Journal of Social ResearchMethodology, vol. 14, no. 2, pp. 125­33.

• Muli, C, Pittaway, E & Shteir, S 2009, '"I have a voice­­hear me!" Findings of an Australian studyexamining the resettlement and integration experience of refugees and migrants from the horn ofAfrica in Australia', Refuge, vol. 26, no. 2, 2009 Fall, pp. 133­46.

Answer the following 2 questions in relation to ONE of the research articles

1. Explain briefly in your own words the epistemology; theoretical perspective; methodology of each of theselected research articles. 

2. Identify in the research article texts (via page references and quotes) the areas in each of the articles thathave formed the basis of your explanations and the key words that demonstrate the positioning of the researchers

Answer the following 3 questions in relation to your research proposal

1. Write a statement on your purpose as a researcherWrite a statement on your purpose as aresearcher

In order to complete this statement, think about the readings and the following prompts:

◾ Do you want to change the world?◾ Do you want to find out how something works?◾ Are you interested in the social justice aspects of your research? ◾ Is your concern with measuring the outcome of a change in policy?◾ Is your interest in oppression and exploitation?◾ Is your interest in gender and/or race and/or class...?◾ Are you interested in quantitative research and statistical mapping?◾ Do you want to understand the meaning of things?◾ Are you interested in how things change over time? 

2. Drawing on the set readings make a statement about how you are positioned in terms ofepistemology and theoretical framework. 3. What methodological approach will you take to your research/how will your research bedesigned?  

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 9

REFLECTION 2: Epistemology/Theoretical Perspective/MethodologyDue 11pm Mon 20 Jan 2014

REFLECTION 3: Methods for collecting and analysing dataDue 11pm Thursday 30 Jan 2014

To complete this activity you need to complete the following activitiesRead and take notes of the following: Relevant aspects of the textbook (Walter or Bryman) related to collecting and analysing research data, in particular read sections that address the method(s) you plan to use and need to outline in your research proposal.AND at least ONE of the following research articles

• Stevenson, D, Dunn, K, Possamai, A & Piracha, A 2010, 'Religious Belief across ‘Post­secular’Sydney: the multiple trends in (de)secularisation', Australian Geographer, vol. 41, no. 3, pp. 323­50.

• Bhatti, G 2003, ' Social Justice and non­traditional participants in higher education', in C Vincent(ed.), Social Justice, Education and Identity, Routledge, London, UK, pp. 65­82.

• Supriya Singh (2011): Indian Students in Melbourne: Challenges to Multiculturalism, Journal ofIntercultural Studies, 32:6, 673­689.

Answer the following 5 questions in relation to the ONE  of the research articles above

1. Explain in your own words what method(s) have been used to gather the research data2. What justification/explanation for choosing these methods was provided3. Explain in your own words what method(s) have been used to analyse the research data4. What justification/explanation for choosing these methods was provided5. Explain in your own words whether there is a rationale linking the research process reported in the

articles from theoretical perspective and research purpose through to research design and the research methods? 

Answer the following 4 questions in relation to your research proposalOn the basis of the readings, your previous reflections and the following prompts 

• The purpose of the research;• Your perspective on the research;• The research design; and• The form(s) you want the data in for collection and analysis and for the final research report

1. Participant selection – who is your target population for the proposed research and how do you planto recruit your participants

2. Methods to gather data and what form(s) will the data takebe as specific as you can, stating quantitative or qualitative is not the answer, you need to give specific methods eg interviews, focus group, observation, self­administered survey, Likert scale questionnaire, online survey in what format, etc.

3. Methods to analysis data Methods to analysis databe specific, what form will the data be in; how will you analyse the data, eg, computer program for qualitative or quantitative data – SPSS or NVivo or more simply with Excel or manual analysis; what will you do with the data in the data program or manually; eg statistical analysis (be detailed), qualitative analysis such as discourse analysis; thematic/content analysis, etc.; and what form will the results take once analysed?

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 10

4.4 CriteriaMarking Criteria and Standards for each Reflection:

Criteria HD D C P F

1. Evidence ofreading set texts and research reports

Clear evidence of sophisticated and critical reading and understanding of the readings

Clear evidence of thorough reading

Clear evidence of reading

Some evidence of reading

Little or no evidence of reading

2.Addressesquestions

Reflection addresses questions clearly and logically and with considerable insight

Reflection addresses questions clearly and logically and with some insight

Reflection adequately addresses questions and provides clear and logical responses

Reflection adequately addresses most of the set questions

Reflection does not adequately address many of the set questions

3.Understands research articles

Demonstrates sophisticated and critical understanding of the research articles

Demonstrates critical understanding of the research articles

Demonstrates good understanding of the research articles

Demonstrates aqequate understanding of the research articles

Demonstrates little or no understanding of the research articles

4.Understands research process

Demonstrates sophisticated understanding of the research process

Demonstrates good understanding of the research process

Demonstrates developing understanding of the research process

Some signs that an understanding of the research process is beginning

Little or no demonstrated understanding of the research process

5. Quality writtenwork

Sophisticated written work

High standard of written work throughout

Good standard of written work overall

Standard of written work generally adequate

Standard of written work generally inadequate

5. Qualityreferencing

Professional standard referencing throughout

High standard of referencing overall

Good standard of referencing overall

Standard of referencing generally adequate

Referencing poor to non­existent

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 11

SECTION FIVE THIRD ASSESSMENT

5.0 Assessment RESEARCH PROPOSAL (1,800 words) Worth: 50%

5.1 Due BEFORE Monday 10 February, 2014, 11:00 PM

5.2 Submission Submission to Turnitin via the submission link on vUWS

5.3 Description Research Proposal Template

The research proposal follows a standard template to provide an overview of the research and explain the different aspects of the planned research process. Before any research can be approved there must be a research proposal that clearly sets out the purpose of the research, the need for the research and the stages to be undertaken.

The following template must be followed as a necessary requirement for Assignment 3.

1. Introduction2. Research question, significance and aims of the research

i. Research questionii. Significanceiii. Aims of the research

3. Background4. Preliminary literature review5. Conceptual framework and Methodology

i. Epistemological positionii. Theoretical perspectiveiii. Methodologyiv. Research design

6. Ethics7. Research Methods

i. Participant selectionii. Methods for collecting research dataiii. Methods for analysing research data

8. Timetable of proposed research9. Report and Dissemination10. References

Instructions and Guidelines for the Proposal

Detailed instructions and Guidelines for the proposal are provided in the attached titled 400337_Assessment3. BE SURE TO READ THESE VERY CAREFULLY AT THE START OF SEMESTER.

5.4 Criteria Marking Criteria and Standards

The detailed marking criteria and standards are provided in the attachment titled 400337_Assessment3

School of Social Sciences and Psychology Unit Outline or Learning Guide Page 12

School of Social Sciences and Psychology (SSAP)

SSAPguide The companion to all unit Learning Guides

SECTION 1 SOURCES OF INFORMATION

1.1 vUWS 1.2 UWS Website 1.3 UWS Policies 1.4 School Hub Sites

SECTION 2 COMMUNICATING WITH THE SCHOOL

2.1 Email 2.2 Offices 2.3 School Website 2.4 Facebook

SECTION 3 MANAGING UNITS AND GETTING HELP

3.1 Tutorial Registration 3.2 Unit Workload 3.3 Getting Help 3.4 Feedback - Student feedback on units

SECTION 4 ASSESSMENT REQUIREMENTS FOR UNITS

4.1 Assessment - General School procedures 4.2 Submission - Submitting assignments 4.3 Cover Sheet - Cover Sheet for Hard Copy submission 4.4 Extensions - Extensions on assessment due dates 4.5 Late Penalty - Penalites for late submission of assessment without extension 4.6 Return - Procedures for return of assignments 4.7 Re-marking - Procedure for re-marking an assessment item

SECTION 5 ACADEMIC MISCONDUCT: PLAGIARISM AND CHEATING

5.1 Definition 5.2 Copying - Direct copying of material is plagiarism unless properly quoted 5.3 Other examples of plagiarism

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SECTION 1 SOURCES OF INFORMATION

1.1 vUWS Your unit vUWs site is accessed from this link: https://vuws.uws.edu.au/

All the information necessary for successful completion of units in the School is to be found in the vUWS site for each unit, starting with:

• the Learning Guide and any attachments to the Learning Guide• a copy of this SSAPguide, which is part of the Learning Guide for each unit

Further information on vUWS can be found on the Current Students webpage (see section 1.2).

1.2 UWS Website The UWS Web Site Student Page is at this link: http://www.uws.edu.au/uws_students

This takes you to the UWS Students page – make sure you explore all the drop down menus so you are aware of all the services and support available to you, and all the things you are required to know about as a student.

1.3 UWS Policies The UWS Policies that are most relevant for students are at this link: http://policies.uws.edu.au/students.php

They include:   

• Admissions Policy • Advanced Standing Policy • Assessment Policy ­ Criteria and Standards­Based Assessment • Complaint Handling and Resolution Policy • Course Transfer Policy Enrolment Policy • Examinations Policy • Library Loans Policy• Misconduct ­ Student Academic Misconduct Policy • Misconduct – Student Non­Academic Misconduct Policy• Progression and Unsatisfactory Academic Progress Policy • Review of Grade Policy • Special Consideration Policy • Student Code of Conduct• Teaching and Learning ­ Fundamental Code 

1.4 School Hub Sites In addition to vUWS sites for all units, the School of Social Sciences and Psychology provides student hub sites on vUWS for all students. 

The hub sites have lots of information about studying psychology or social science disciples at UWS, including information on course structures, and frequently asked questions. 

You will gain access to this site automatically when you are enrolled in a psychology or social sciences unit. If you don't have access to the site but believe you should, email the vUWS helpdesk  (vuws@uws.edu.au).

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SECTION 2 COMMUNICATING WITH THE SCHOOL

2.1 Email  The email contact for all matters to do with the administration of your course or units is:  ssap@uws.edu.au

(Note: Please advise us if you find any errors or broken links in this SSAPguide)

2.2 Offices School Reception offices for all matters to do with your course or units

Bankstown 9:00am – 5:00pm weekdays 

• Ground Floor Foyer of Building 24 • Telephone: 9772 6491

Penrith, Kingswood 9:00am ­ 5:00pm weekdays

• Ground Floor Foyer of Building P  •  Telephone: 4736 0196 

2.3 School Website  Information specific to the School is found at the School Website: http://www.uws.edu.au/ssap

2.4 Facebook   The School also runs Facebook pages that are updated regularly with information. 

• Psychology Facebook https://www.facebook.com/psych.uws• Social sciences Facebook  https://www.facebook.com/SocialSciencesUws

SECTION 3 MANAGING UNITS AND GETTING HELP

3.1 Tutorial Registration For all units (unless advised otherwise) you must register for a tutorial in Platform Web and must attend the tutorial for which you are registered.  There will be no deviation from this policy.  Students who are not registered for a tutorial cannot attend tutorials. 

All enquiries about tutorial registrations should go to the email or contact addresses in Section 2.1, in the first instance.

3.2 Unit Workload A unit's workload is indicated by its credit point value. One credit point equates to 1­hour of required study per week over 15 weeks (i.e., 15 hours per semester). 

Most units are worth 10 credit points, indicating that success in the unit requires an average of 10 hours per week of study or 150 hours in total over the course of a semester. In addition to the hours required for lectures and tutorial, much of this time is student self­directed study to read and study textbooks and other materials, prepare for and complete assessments, and revise for examinations.

A unit worth 20 credit points, for example, would require double this workload (20­credit­point units are usually yearlong.).

Students completing summer session units or any with irregular timetables need to plan how they will accommodate the 150 hours over a different timeframe.

Individual differences:The workload guidelines are tailored to the “average” student, but we are all different, and work at different speeds. If you are lucky and can read and absorb material quickly, you may be able to achieve success in less time. If you need more time to read and absorb material – and there is nothing wrong with this – you may need to allocate more time to your units. Each student needs to make their own assessment of how they work and how much time they will need to devote to study. 

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Consult the University Counselling Service if you need help in making this assessment, or if you feel you need help to develop better study habits or better time management skills. Effective time management is critical to success at University or anywhere – especially as everything in life, not just at University, moves more and more online. 

The convenience of material online can be a trap, as it can be too easy to put things off until later, not to mention how easy it is to become distracted by other things online. Control of your online activity and of technology generally (e.g., texting, tweeting etc.) is vital to time management, and to your mental wellbeing.

3.3 Getting Help If you require help with a unit, please ensure you have first met your responsibilities by following the steps and guidelines below:

Step 1: Read this SSAPguide, the Unit Learning Guide, and any attachments very carefully to see if the help youneed is already provided.Step 2: Check the unit vUWS site for the information you need. Step 3: Direct your enquiry to ssap@uws.edu.au or contact the School as explained in Section 2.1 

We expect you to have searched for answers to any administrative questions as explained in Step 1, before contacting any member of staff. Staff may not respond to emails, questions, or requests for help where answers are readily obtainable in the Learning Guides, or through links provided to other sources of information.For advice regarding unit content, consult your tutor during class time, or consult with the Unit Coordinator as per their Consultation details. Students are expected to be adequately prepared when they seek advice from teaching staff, having done sufficient background work themselves, and with clear questions rather than vague requests about what to do.

It is very important (especially for first year students) that in the first week of semester you set sufficient time aside to read your Learning Guides fully and carefully. You need to ensure you are completely familiar with the requirements of your units and all the support services and sources of information available to you.

You must also be aware of the key UWS policies and information affecting students (see Section 1.3).

First year Students:

First year students experiencing difficulties, or needing assistance or support to adjust to University life, should consult with the First Year Advisor. 

Make sure you are an informed adult­learner:

If you are a new student coming straight from school, please understand that being a university student is verydifferent to being a school student. Your first day at University is the start of your professional career where you take responsibility for yourself as a professional adult learner. 

To give yourself the best chance of having a satisfying University experience, and to maximise your prospects for success, you need to take control of your own learning. This means ensuring you are as informed as possible at all times and not reliant on asking for help from others ­ except, of course, when you have exhausted all other options.

3.4 Feedback Student feedback on units is important for improving the quality and educational effectiveness of UWS units, and in ensuring academic staff keep in touch with the student experience. At the end of each semester you have the opportunity to complete an online Student Feedback on Units (SFU) questionnaire to provide your evaluation of each unit. 

Lecturers or tutors may also elect to distribute a Student Feedback on Teaching (SFT) questionnaire to obtain feedback, not on the unit itself, but on your experience of the staff member’s actual teaching of the unit.

It is important to provide constructive feedback, and to make considered comments, rather than just venting any frustrations you might have.Unit Learning Guides list recent changes made to units in response to student feedback.

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SECTION 4 ASSESSMENT REQUIREMENTS FOR UNITS

4.1 Assessment  These requirements apply to all units taught in the School of Social Sciences and Psychology, unless a variation in specified in the Unit Learning Guide:

• All the assessment items in a unit are compulsory and must be completed before you are eligible to pass the unit, regardless of how many marks you accumulate. In addition, to pass units, you must obtain a minimum overall mark of 50%, aggregated across all weighted assessments.

• There is no resubmission of assessments in the School.• Final marks and grades are subject to confirmation by the School Assessment Committee which may 

scale, modify, or otherwise amend the marks and grades for the unit, as may be required by University policies. This only applies when there is evidence of a highly distorted distribution of grades (i.e., exceptional number of extremely high or extremely low marks) due to some anomaly. 

4.2 Submission Submission requirements for assessments are detailed in the Learning Guide for Each Unit. Electronic submission using Turnitin will apply unless otherwise specified in the Learning Guide.

What is Turnitin and what does it do?

Turnitin is a tool to help you avoid inadvertent plagiarism, and to help us detect instances of plagiarism. However, before you begin to write an assignment, make sure you have read the next section on Academic Misconduct: Plagiarism and Cheating.Turnitin compares your work against publicly accessible internet sites, journal databases, and all other student papers that have been submitted to the system from around the world. You will be able to view a report showing the text that has been matched in your document and the source that it matches. As a result of this you may need to check your referencing of materials, paraphrase what you have written, and/or research more widely for additional sources of information.

Turnitin is not the only source of information that we can use to check for plagiarism. For example, one of the suggested references for your assignment may not be part of the database that Turnitin uses to check for text matches. If you chose to copy sections of text from that reference, Turnitin would not necessarily detect the plagiarism and you would pass its check. However, your markers will be aware of that reference, and you will be penalised for plagiarism. We provide Turnitin simply as a tool to assist you in avoiding plagiarism, but you must still learn what plagiarism is and take responsibility for avoiding it by referencing correctly. 

Instructions for Submitting Your Assignment Through Turnitin

• You may submit as many versions as you would like until the due date and time of the assignment. At that time, the most recent version that you submitted will be taken as your final assignment.

• Email submissions will not be accepted other than by prior arrangement with the Unit Coordinator, or under the specific circumstances listed below.

• You must submit your file using the “file upload” method (do not use the cut­and­paste method). Your submission should consist of a single file in Microsoft Word or Rich Text (rtf) fformat. 

• Especially if new to Turnitin, follow the instructions provided on the UWS Libary Page:  http://library.uws.edu.au/uws_library/guides/turnitin, making sure to access the Student Instructional Guide PDF from the link on this page. 

• IMPORTANT: When you submit an assignment to Turnitin be aware that you are also making the electronic declaration below.

Electronic Declaration

When you submit electronically through Turnitin , an assignment Cover Sheet (see next Section)  is notrequired, however, BE AWARE that by submitting your assignment to Turnitin you will be certifying that:

• I hold a copy of this assignment if the original is lost or damaged;• No part of this assignment has been copied from any other student’s work or from any other source 

except where due acknowledgement is made in the assignment;• No part of the assignment has been written for me by any other person;

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• I have complied with the specified word length for this assignment;• I am aware that this work may be reproduced and submitted to plagiarism detection software 

programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).

4.3 Cover Sheet A Cover Sheet is Required for any HARD COPY Assignment Submission

Should your unit require submisssion in hard copy form, the assignment MUST be accompanied by a signedAssignment Cover Sheet. Cover sheets can be found as attachments to your unit’s Learning Guide. For each hard­copy assignment, print out a copy of the completed Assignment Cover Sheet and staple it firmly to the front of your assignment.

Please ensure you have filled in ALL fields on the Cover Sheet, especially your name!!You MUST also sign the DECLARATION and tick all the declaration boxes, as per the example below.

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4.4 Extensions Forms to apply for an Extension on the due date of an assessment (or for Special Consideration) are located onthe Student Administration forms webpage: http://pubsites.uws.edu.au/student/forms/ under the Assessment heading.A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their control, and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively. To apply, complete the Extension Request Form and submit it, with supporting documentation, to the School of Social Sciences and Psychology email or reception office on your Campus (see Sections 2.1 or 2.2). This form must be lodged no later than 3 working days prior to the due date of the assessment task. After that, you must apply for Special Consideration.An application for an extension does not automatically mean that an extension will be approved.Extensions cannot be granted past the date that a marked assessment task has been returned to students whosubmitted the task on time.

Special Consideration

Applications for Special Consideration to request accommodations in the nature or date of submission of a specific assessment task must now be completed online through your MyUWS account. An application for Special Consideration does not automatically mean that it will be granted. Furthermore, there may be misconceptions that if Special Consideration is granted a student will have marks added to assessed work, or will automatically pass a unit. This is absolutely not the case in in the School of Social Sciences and Psychology. The only options available are:

• extensions on the due date of assessments or accommodations in things such as attendance, • completion of an alternative assessment (including supplementary exams), or • no action – if there is no clear evidence that the student's adverse circumstances warrant special

consideration.

Full details on Special Consideration can be found at: http://tinyurl.com/SpecialConsideration

4.5 Late Penalty Except where an extension has been approved for the submission of an assessment task by the unit coordinator, or in line with the University's Special Consideration Policy (see http://policies.uws.edu.au/view.current.php?id=00205) a student who submits an assessment task after the due date for submission will be penalised by 10% of the assignment’s worth per calendar day for up up to ten days (i.e., marks equal to 10% of the assignment's worth will be deducted as a 'flat rate' from the mark awarded for each calendar day the assignment is late for up to ten calendar days, at which point the penalty will equal 100% of the assignment’s worth). Saturday and Sunday each count as one calendar day.

The assignment's worth is the weighting for assessment item, not the mark you would otherwise have received. For example, if an assessment is weighted at 30%, and your mark for it is 15/30, a 1­day late penalty of 10% would be 3 marks not 1.5 marks, and your final mark for the assessment with the late penalty would be12/30

Late assignments cannot be accepted for marking after the marked assessment task has been returned to students who submitted the task on time. However, many units require assessment items to be submitted in order for you to be eligible to pass the unit, in which case you may need to submit a late assignment after this date even though it will not be marked.

4.6 Return Please check your unit Learning Guide for confirmation on the assignment return procedure.

Electronic submission: Normally your assignment will be returned with comments, electronically through vUWS.

Hard copy submission: Your tutor/lecturer will return assignments in class once all assignments have been marked. If there are no classes (in the case of an end of session assignment or a unit taught in an online format), the lecturer or tutor will give the class a time and venue when the assignments can be collected.

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If you do not collect your assignment at this time, an appropriately sized, self­addressed, stamped envelope can be attached to your assignment upon handing it in (or made available to us later), and your marked assignment will be returned to you by post. Otherwise, uncollected assignments will be kept for 3 months and then destroyed.

4.7 Re­marking Assessment iems are not normally re­marked for units in the School of Social Sciences and Psychology. Students will be provided with criteria and standards for each assessment task prior to the task being undertaken. Upon receipt of their marked assessment task, it should be clear to the student, based on their performance against the assessment criteria and standards, why they achieved the mark/grade given, and how they could have achieved a better mark/grade. If a student does not receive a passing mark for an assessment task and wishes to discuss their result with the Unit Coordinator, the student should review the quality of their responses against the assessment criteria and standards prior to arranging a meeting with the Unit Coordinator. Normally, a meeting with the Unit Coordinator should take place no later than one week after the marked assessment task is available for collection by the student.

• If, at the end of the meeting with the student, the Unit Coordinator agrees that one or more of the student's responses to the assessment criteria and standards require re­marking, the re­marking will be undertaken by the unit coordinator or similar level academic. The student must accept the revised mark whether it is higher or lower than the original mark.

• If, at the end of the consultation, the Unit Coordinator does not agree that a re­mark is justified the student will be advised that the assessment task will not be re­marked. No further action will be taken, the original mark will stand and the work will be returned.

SECTION 5 ACADEMIC MISCONDUCT: PLAGIARISM AND CHEATING

5.1 Definition The School of Social Sciences and Psychology has a zero­tolerance policy when it comes to inappropriate referencing and Academic Misconduct (i.e., plagiarism, cheating etc.).

Appropriate referencing is a criterion for all assessments, and all instances of inappropriate referencing, whether deliberate or inadvertent, will result in a loss of marks, and may come within the scope of the university’s Academic Misconduct Policy.

For the full definition of academic misconduct and the consequences of such behaviour, see the full Academic Misconduct policy: http://policies.uws.edu.au/view.current.php?id=00051The following is an extract from this policy, as downloaded on 2/10/2013. Always be sure to check the actual policy in case there have been changes since this date.Note that in respect to sections 8e and 8f, individual work is always required unless the unit Learning Guide specifies otherwise.

Section 2 ­ DefinitionsWhat is Student Academic Misconduct?(6) Student academic misconduct is one or more of the following.

Plagiarism(7) Plagiarism occurs in a student's work when he or she submits work in which ideas, words or other work are taken from a source (for example, a web­site or computer program, another student's essay or presentation, a book or journal article, a lecture, a performance piece or other presentation) and presented as if they are the student's own, without appropriate acknowledgement of the original author. In this definition of plagiarism, it is the act of presenting material as one's own without appropriate acknowledgement that constitutes plagiarism, not the intention of the student when doingso. 'Appropriate acknowledgement' is defined as the conventions of citation recognised as acceptable to the University. [Referencing Styles Policy].

Cheating(8) Cheating in assessment tasks (including examinations, assignments, practicals and tests) includes, but is not limited to:

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a.communicating in an examination, or other test, with other candidates, or bringing into the examination room any textbook, notebook, memorandum, other written material or mechanical device or any other item not authorised by the person who set the examination or the Examinations Supervisor in Charge or other supervisor of a test;

b.using an electronic device (including mobile phones) contrary to the directions of the Examinations Supervisor in Charge and contrary to the Exam rules [Information on Academic Registrar's web page];

c.writing an examination answer, or consulting any person or materials, for an examination answer, outside the confines of the examination room, without permission to do so;

d.attempting to read other students' work in an examination, or, in other circumstances, without their permission;

e.where individual work is required, making available notes, papers or answers related to the content of an examination or assignment (in whatever form) to others, without the permission of the Teacher of the Unit;

f.where individual work is required, receiving answers, notes or papers related to the content of an examination or assignment (in whatever form) from another student, or another source, without the permission of the Teacher of the Unit; and

g.not following the directions of the Examinations Supervisor in Charge including seating location and movement about the examination room.

Collusion

(9) Collusion is when two or more students, or a student and any other person(s), act together to cheat, plagiarise or engage in academic misconduct, or incite others to do so.

Any Other Academic Misconduct

(10) Other academic misconduct includes, but is not limited to:

a.tampering, or attempting to tamper, with examination scripts, class work, grades or class records;

b.failing to abide by directions of a member of academic staff regarding individual responsibility for the submission of assessable work, including that for any group work submitted;

c.acquiring, or attempting to acquire, possessing, or distributing examination materials or information without the approval of the Teacher of the Unit;

d.impersonating another student, or arranging for anyone to impersonate a student, in an examination or other assessment task;

e.falsifying or fabricating clinical, practical or laboratory reports;

f.altering group assessment work that has been agreed as final by all participating students prior to submission without the collaborating students' consent; and

g.use of taped, recorded or videotaped lectures, tutorials or other classes in a way that infringes another person's privacy or intellectual property rights ­ for example, by publishing or distributing a recording without permission from the Teacher of the Unit.

5.2 Copying Direct copying of material is plagiarism unless properly “quoted”

There is sometimes confusion in that students believe it is acceptable to copy material word­for­word from a source provided that source is referenced. This is still plagiarism unless there is proper referencing to indicate a direct quotation.

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When quoting material word­for­word from any source, quotation marks need to enclose the material, and the reference and page number(s) must be cited immediately after the quotation.

For Psychology units, where APA Referencing Style applies:

Here is an example of a direct quote, and is material copied word for word, from the Publication Manual of theAmerican Psychological Association. Often referred to as the APA Manual, this is the style manual for all writing in psychology:

“If the quotation comprises fewer than 40 words, incorporate it into text and enclose the quotation with double quotation marks. . . . If the quotation comprises 40 or more words, display it in a freestanding block of text and omit the quotation marks” (American Psychological Association, 2010, pp. 170­171).

Note that the 3 dots (. . .) are used to indicate that some of the material from the source has been omitted.

You are strongly advised to read this section of the APA Manual on quoting and paraphrasing.

As with all referencing, the full reference would need to appear in the Reference List at the end of your work, as:American Psychological Association. (2010). Publication manual of the American Psychological Association (6thed.). Washington, DC: Author.

For most Social Science discipline units, where the Harvard referencing style applies:

When quoting material word­for­word from any source, quotation marks need to enclose the material, and the reference and page number(s) must be cited. Long quotations of more than 30 words use a “block quotation” format. Refer to the Harvard style guide available in the UWS library at http://library.uws.edu.au/FILES/cite_Harvard.pdf for details on how to quote correctly.

5.3 Other Other examples of plagiarism, as developed by the St James Ethics Centre for the University of Newcastle and adapted by the University of Melbourne, and University of NSW, include:

• direct duplication of the thoughts or work of another, including by copying material, ideas or concepts from a book, article, report or other written document (whether published or unpublished), composition, artwork, design, drawing, circuitry, computer program or software, web site, Internet, other electronic resource, or another person’s assignment without appropriate acknowledgement;

• paraphrasing another person’s work with very minor changes keeping the meaning, form and/or progression of ideas of the original;

• piecing together sections of the work of others into a new whole;• presenting an assessment item as independent work when it has been produced in whole or part in

collusion with other people, for example, another student or a tutor; and• claiming credit for a proportion a work contributed to a group assessment item that is greater than

that actually contributed.

Submitting an assessment item that has already been submitted for academic credit elsewhere may be considered plagiarism.

Knowingly permitting your work to be copied by another student may also be considered to be plagiarism.

Note that an assessment item produced in oral, not written, form, or involving live presentation, may similarly contain plagiarised material. Copying material from the internet is a common form of plagiarism.

Copying from lecture notes or units handouts is also plagiarism if you fail to properly acknowledge the source.

The inclusion of the thoughts or work of another with attribution appropriate to the academic discipline doesnot amount to plagiarism.

See the library resources on correct referencing practices: http://library.uws.edu.au/citing.php

SSAPguide 3-10-13 Page 10

400337 Social Research Methods Assessment 3 Page 1 of 7

School of Social Sciences and Psychology

400337 Social Research Methods

Assessment 3: Instructions and Guidelines Marking Criteria and Standards

This is the determining document for any queries about Assessment Item 3.

INSTRUCTIONS This assessment is designed for you to complete a research proposal. For students going on to complete 101552 Applied Social Research the proposal will form the basis of your research project in the following research unit. For students not going on to this unit the proposal is a demonstration that you understand the research process and can develop a workable research project. Regardless of your status in relation to 101552 Applied Social Research your research proposal must follow these guidelines:

1. The research must involve field research. This can be combined with secondary research/textual research but the element that is critical to your proposal is the demonstration of your understanding of the research process, including field research

2. The participants for the research cannot be under 18. There are no exceptions to this limitation.

3. The participants cannot be directly associated with trauma of any kind. That means that if you want to do a topic such as child abuse, or suicide, or any other stressful topic you cannot interview anyone directly associated with the trauma. You can propose to do research with experts or workers in the field, or public opinion about an issue. My advice is to stay away from stressful/traumatic issues as you are student researchers and beginning learners about research.

4. Do not propose research that involves accessing schools. This is difficult even for well-regarded, very experienced researchers.

5. Clearly follow the proposal template for the research proposal (see template document) and address each step in the template.

To complete the research proposal you have 1,800 words. This requires that you are concise, focussed and clear in order to cover all the required information. You need to write in sentences and paragraphs

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and use dot points as appropriate. To write succinctly as is required in a research proposal you need to be well read and knowledgeable about the topic and confident you know what the research is about and what you plan to do. That is, there is considerable planning and reading to be undertaken to be able to present a concise and informed Research Proposal. A research proposal follows a set format (see template document) to present an overview of the research and to explain the different aspects of the proposed research. Before any research can be approved there must be a research proposal that clearly sets out the purpose of the research, the need for the research and the stages to be undertaken. The guidelines for addressing each section of the Template are provided below. In completing the research proposal template it is important to follow these guidelines, including the recommended word limits for each section. Remember a research proposal is SUCCINCT, LOGICAL, and CLEAR and reflects the quality of the work you have completed behind the scenes – readings, tutorials, earlier assignments. There will be opportunities to discuss the research proposal, commencing with the research question, from the beginning of Summer session.

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RESEARCH PROPOSAL TEMPLATE GUIDELINES These guidelines will assist you with responding to each section of the Template.

1. Introduction (1-2 paragraphs) The introduction provides an overview of the research topic, its purpose and the broad field within which it is located. This is followed by a description of the specific area of your interest and the topic of your research. Finally a short statement on how you see that you research will contribute to the existing research/knowledge about the field. For example it might be to address a gap in the research; the impact of an issue on a specific group of people; a specific lens on the issue; addressing policy in the field. etc.

2. Research question, significance and aims of the research (2-3 sentences on each part )

Research question Here you identify your specific research question. The research question may not be a question as such, but rather a precise statement of a problem to be investigated. This is a critical aspect of the research proposal, your research question must be well developed reflecting your understanding of the topic area and the research process.

Significance

Why it your question important, how it will add to the existing knowledge, improve and add to our understanding, provide strategies for change, etc.

Aims of the research, for example:

To build on existing knowledge about a particular aspect of the topic;

To test the relevance of the findings of existing research to a particular target population;

What the research will not be doing – if this needs to be stated.

Use dot points as appropriate to address the above

3. Background to the research (2-3 sentences) Briefly describe the social/political/economic background/context of the research that you consider makes the research important. This relates to the above sections and draws on the literature review.

4. Literature Review (9-12 Sentences)

In this section you would normally provide an overview of the literature relevant to your research topic. The requirement for this assignment is as follows:

a. Use the UWS catalogue/data bases to undertake a literature search on your research topic and identify relevant literature, eg books, journal articles, official reports

b. Assess the relevance of the literature via abstracts or summaries or introductions /conclusions, etc. to determine the relevance of the item

c. On the basis of your search, categorise the items into 3 areas and select 5-6 items for each category (minimum 15 items across the 3 categories) – I have given examples below of category headings which you can use

d. You can include relevant www sites (correctly referenced) but these must be additional to the minimum of 15 items required.

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Present the literature in this section as follows:

Category 1: (for example) Research already undertaken on the topic

Very short summary - 3-4 sentences at most, to describe the category of articles in this column

List the books, book chapters, and journal articles in the relevant category in order of relevance for the category in full reference format.

Category 2 (for example) Different theoretical perspectives on the topic As for category 1 above Category 3 (for example) Literature on the topic that raises different issues As for category 1 above

The listing of the literature under each heading will not be included in the word count for the Proposal. NOTE: Do not do a review of each item in each list. The point is to find relevant literature via UWS databases and the catalogue and be able to select and categorise what you find. This is not the usual way to do a literature review; rather it is a start towards a literature review. This assignment provides an opportunity to do a literature search so you can develop your research question and complete the earlier sections of the proposal. Further to this it will be a useful start for the literature review required for 101552 Applied Social Research.

5. Conceptual framework and Methodology (2-3 sentences for each point)

a. Epistemological position b. Theoretical perspective c. Methodology d. Research design

Please note definitions of these terms are not required and waste your words. Here you are required to think through these questions in relation to your research question and to you as the researcher. This section requires you to:

have a clear grasp of your understanding about knowledge construction;

what you want to find out and how it will contribute to knowledge;

why you are doing this research – what motivates you, e.g. social justice, search for knowledge, etc.;

where you are coming from theoretically and methodologically, and how this translates into a research design (for example action research, or PAR, or ethnography, or survey research, etc.) and the form of the research data – qualitative, quantitative, mixed.

6. Ethics (3-4 sentences)

Discuss any ethical issues relevant to your research. Think about methods of gathering data, target population, nature of the issue being researched, social/political issues. For the purposes of the assignment this is a brief explanation of the ethical issues you identity.

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7. Research Methods (3-4 sentences for each part)

Participant selection – links back to Section 5 above In this section you outline your target population for the proposed research and how you plan to recruit your participants – be specific.

Methods to gather data – links back to Section 5 above

Be specific, what methods - interviews, focus group, Participant observation, a self-administered survey, Likert scale questionnaire, online survey in what format, etc. and how will the data be formulated?

Methods to analysis data – links back to Section 5 above Be specific, what form will the data be in; how will you analyse the data, eg, computer program for qualitative or quantitative data – SPSS or NVivo or more simply with Excel or manual analysis; what will you do with the data in the data program or manually; eg statistical analysis (be detailed), qualitative analysis such as discourse analysis; thematic/content analysis, etc.; and what form will the results take once analysed?

At this stage it is not expected that you will have determined specific questions to ask participants. The focus is on the method(s).

8. Timetable of proposed research

Use a Gantt Table to outline the expected completion of each stage of the research (divide the timeline into 6 stages as if it is to be completed over 6 weeks, or 6 months, etc.). The stages of the research are often inter-related and would include:

Literature review

Finalising the research question and research proposal

Ethics approval

finalising and trialling any interview or survey schedules or other data collection techniques;

participant selection and consent;

collecting the data;

analysing the data;

finalising the research report.

Make the entries in the Gantt table as explanatory as possible, this is not included in the Gantt chart. There should not be any need for additional explanation of stages outside the Gantt chart. The following links provide clear instructions for developing a Gantt chart – designed to show the timeline to reflect overlapping activities. http://www.youtube.com/watch?v=rm_iWKoOd0U This is very straightforward and demonstrates how to do it manually or using excel http://www.youtube.com/watch?v=TjxL_hQn5w0 This section would usually include a proposed budget but for the purposes of this assignment that is not a requirement.

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9. Report and Dissemination (3 sentences)

Briefly explain the potential audience(s) for the report – who would be interested, e.g. fellow researchers in the field? policy makers? community groups? general public? etc.; and how you would expect to disseminate the report to these groups.

10. References (not included in the word count)

Include a reference list of all material drawn on to complete the research proposal. The list should be in alphabetical order (regardless of the form of the literature) and include in-text references and the articles/books listed in Section 4. Referencing should be UWS Harvard.

Assessment Item 3 Marking Criteria and Standards Fail Pass Credit Distinction HD

Criterion 1 Identify the research question, aims and objectives of the research; and background and significance of the question

The Research Question requires considerable development to become a workable research question with adequate rationale AND/OR The topic for research is inappropriate as per the Learning Guide requirements

Understandable and appropriate Research Question with adequate rationale.

Appropriate Research Question presented with sound rationale

Thoughtful and well-defined appropriate Research Question with highly developed rationale and demonstration of the project’s significance

Research topic chosen is original and soundly located in a critical understanding of the social research process and represents work of outstanding quality in its development and rationale

Criterion 2 Set out your approach to the research (epistemology/theory/methodology)

Shows little or no understanding of epistemological underpinning; theoretical framework for research; and fails to address methodological /design question

Makes an adequate attempt at demonstrating the epistemological underpinnings and theoretical framework for the research; basic attempt at methodology/design

Good attempt at demonstrating the epistemological underpinnings and theoretical framework for the research; good understanding of methodology /design for the research

Demonstrates a clear understanding of the epistemological underpinnings and theoretical framework for the research; methodology/design clearly and accurately addressed

Demonstrates a succinct and sophisticated understanding of the epistemological underpinnings and a critical grasp of the theoretical framework for research; outline of methodology/ design demonstrates creativity and/or sophistication

Criterion 3 Summary of the literature related to the research topic

Inadequate demonstration of literature research as required in the template, eg missing the 3 categories and description of the categories

Adequate demonstration of literature research as required in the template, eg includes 3 categories and some description of the categories

Good demonstration of literature research as required in the template, eg includes 3 categories and relevant and clear description of the categories

Demonstration of literature research as required in the template, eg includes categories that show insight in relation to the research question and provides good quality description of the categories

Sophisticated demonstration of literature research as required in the template, eg includes categories that show insight and creativity in relation to the research question and provides an excellent description of the categories

Criterion 4 Understanding of ethical issues and concerns in relation to your research topic

No consideration of ethical issues and risks – too simplistic treatment of the ethics question

Basic consideration of ethical issues and risks – simplistic but acceptable treatment of the ethics question

Solid analysis of ethical considerations with management processes touched on

Ethical dimensions well explored and management mechanisms proposed – processes and assurance aspects proposed.

Ethical dimensions fully explored and sophisticated management mechanisms proposed – processes and assurance aspects proposed.

Criterion 5 Identify, explain and justify your research data collection methods and the expected data to be produced

Poor/inaccurate description of research collection methods

Basic description of research collection methods, could be an attempt to link to research design and analysis methods

Solid description of research collection methods; some attempt to link to research design and analysis methods

Demonstrates comprehensive design and understanding of the methods proposed; good linkage to research design and analysis methods

High level critical design and understanding of the methods proposed, sophisticated integration of collection and analysis methods and methodology/research design

Criterion 6 Discussion of your data analysis methods (relating back to your methods of data collection)

Poor/inaccurate description of research analysis methods

Basic description of research analysis methods; , could be an attempt to link to research design and collection methods

Solid description of research analysis methods; some attempt to link to collection methods and methodological/design

Comprehensive description of research analysis methods; and good linkage to methodological/research design considerations and collection methods.

High Level critical description of research analysis; and sophisticated integration of collection and analysis methods and methodology/ design

Criterion 7 Include a timeline and Plan, using a Gantt chart

Not used or used inappropriately Acceptable application Resourceful plan and timeline using Gantt. Demonstrates a solid understanding of the research process

Plan & timeline using Gantt Demonstrates clear & in- depth understanding of the research process

Plan and timeline using Gantt demonstrate a sophisticated in- depth understanding of the research process

Criterion 8 Clearly follow the proposal template for setting out a research proposal (available on vUWS); Referencing, written expression, editing, etc.

Template has not been used or poorly Unsatisfactory standard of referencing and level of written expression. Significantly shorter or longer than the required word limit

Template followed to acceptable level Satisfactory standard of referencing and level of written expression. Meets the word requirement limit

Good application of template Good referencing and expression – mainly correct grammar and spelling and reasonably concise. Meets the word requirement limit

Template used accurately High standard of referencing. Very good expression – few problems but perhaps places where expression could have been clearer. Meets the word requirement limit

Template used accurately Faultless or near-faultless referencing. Outstanding written expression - clear & concise and accurate Meets the word requirement limit