Overview
This unit introduces you to the theory of knowledge and its relationship to the nursing, midwifery and social sciences research processes. You will examine a range of research paradigms and methodologies in both quantitative and qualitative research. From these foundations you will develop the skills and knowledge required to produce a research proposal, including ethical considerations, methods, data collection, data analysis and the presentation of your research outcomes.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2020
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from via Student email
This unit taught me so much. I was very new to research and have not studied for sometime and went into this thinking it may be a bit daunting, but I found the weekly Moodle content really good along with the Zoom sessions and it helped me build my research project plan really well.
Feedback has been considered and more regular Zoom sessions will be added to the unit in term 1 2020.
- Discuss the influence of cultural, social and institutional perspectives on the construction of knowledge
- Explain the influence of differing perspectives of knowledge on research methodology
- Design research questions using qualitative and quantitative research approaches
- Explain the research process
- Apply and interpret simple data analysis processes to quantitative and/or qualitative data
- Evaluate the rigour of quantitative and/or qualitative research studies.
NA
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Essay - 40% | ||||||
| 2 - Research Assignment - 60% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Knowledge | ||||||
| 2 - Communication | ||||||
| 3 - Cognitive, technical and creative skills | ||||||
| 4 - Research | ||||||
| 5 - Self-management | ||||||
| 6 - Ethical and Professional Responsibility | ||||||
| 7 - Leadership | ||||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Essay - 40% | ||||||||
| 2 - Research Assignment - 60% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
s.rockloff@cqu.edu.au
Module/Topic
CORE: Online Lecture/Tutorial: Introduction to the Unit and Assessments (refer to Moodle for day/time)
QUANTITATIVE STREAM - Module 1 - refer to Moodle Site
QUALITATIVE STREAM - Module 1 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Online Lecture/Tutorial (1): "The Nature of Knowledge" (refer to Moodle for day/time)
QUANTITATIVE STREAM - Module 1 - refer to Moodle Site
QUALITATIVE STREAM - Module 1 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Forming Research Questions!
QUANTITATIVE STREAM - Module 2 - refer to Moodle Site
QUALITATIVE STREAM - Module 2 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Online Lecture/Tutorial: "How to use literature to support your research topic/design" (refer to Moodle for day/time)
QUANTITATIVE STREAM - Module 2 - refer to Moodle Site
QUALITATIVE STREAM - Module 2 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Ethics in Research - Why ethics is important!
QUANTITATIVE STREAM - Module 2 - refer to Moodle Site
QUALITATIVE STREAM - Module 2 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
Enjoy your tuition free week!
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Online Lecture/Tutorial: "The use of argument or explanation - Deductive reasoning, Inductive Reasoning and Abductive reasoning in research theory and perspectives' (refer to Moodle for day/time)
QUANTITATIVE STREAM - Introduction to SPSS - using SPSS software for Quantitative data analysis
QUALITATIVE STREAM - Introduction to NVivo - using NVivo software for Qualitative data management/analysis
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Research Design - "Overview of research design - exploratory, descriptive and explanatory".
QUANTITATIVE STREAM - Module 3 - refer to Moodle Site
QUALITATIVE STREAM - Module 3 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Online Lecture/Tutorial: Topic TBA
QUANTITATIVE STREAM - Module 3 - refer to Moodle Site
QUALITATIVE STREAM - Module 3 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Online Lecture/Tutorial: Research Design - "Qualitative focus"
QUANTITATIVE STREAM - Module 1 - refer to Moodle Site
QUALITATIVE STREAM - Module 1 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Online Lecture/Tutorial: "Q & A session" - interactive session - bring your burning questions to discuss
QUANTITATIVE STREAM - Module 3 - refer to Moodle Site
QUALITATIVE STREAM - Module 4 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Communicating Research - translation in to practice
QUANTITATIVE STREAM - Module 3 - refer to Moodle Site
QUALITATIVE STREAM - Module 4 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
CORE: Online Lecture/Tutorial: Final lecture - Q & A session (refer to Moodle for day/time)
QUANTITATIVE STREAM - Module 3 - refer to Moodle Site
QUALITATIVE STREAM - Module 4 - refer to Moodle Site
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Essay
Objectives
This assessment item relates to unit learning outcomes: 1 & 2.
(1) Discuss the influence of cultural, social and institutional perspectives on the construction of knowledge.
(2) Explain the influence of differing perspectives of knowledge on research methodology.
Requirements
Tasks:
Empirical and Interpretivist theory are two fundamental philosophical approaches to generating knowledge. In this assessment you will need to discuss how each of these philosophical approaches is fundamental to the beliefs and practices that regulate research inquiry within your own discipline. Discussing these two approaches will also include a critical evaluation of the influence of culture, social and institutional factors within your discipline. This discussion will need to explain how these provide the lenses, frames and processes through which investigation is accomplished in your discipline.
Submission
Please write your submission using the following presentation style and format, then upload it onto the Nurs20168 Moodle website using the Assessment 1 link in the
Assessment box.
Note: Every assessment should be submitted as a word document. It must be a final draft (no comments or tracked changes).
Presentation
Line spacing should be set to 2.0. The preferred font size is 12 point. Pages should be numbered in the footer as follows: Title page has no page number; Page numbering begins at the Introduction and includes the References list page/s.
Title page
A cover page with a unit code, assessment number, the proposed title of the assessment, your name, student number, student email address, name of the course (Master of Clinical Nursing, Master of Domestic and Family Violence Practice, Master of Mental Health Nursing), Referencing style: APA 6th, due date, word count, name of Unit Coordinator. If you have an approved extension this needs to be noted on the title page.
References
A minimum of 10 peer-reviewed journal articles and government reports should be used. You should use high quality and current references (within the previous 5 years) to support your writing.
The School of Nursing, Midwifery and Social Sciences (SNMSS) use the CQU APA Referencing Style Edition T3, 2019.
Refer to: https://www.cqu.edu.au/__data/assets/pdf_file/0021/58413/APA_referencing_guide.pdf
Length: 2000 words (+/- 10%).
The word count is considered from the first word of the Introduction to the last word of the Conclusion. It excludes the cover page, contents page (optional) and reference list. It includes in-text citations and direct quotations.
Week 6 Friday (24 Apr 2020) 5:00 pm AEST
via Turnitin/ Moodle
Week 8 Friday (8 May 2020)
via Moodle
| High Distinction 85-100% | Distinction75-84% | Credit65-74% | Pass50-64% | Fail0 - 49% | Grade |
| Structure – Efficacy & Organisation 20% | |||||
| Introduction and Conclusion 10% | |||||
| The essay has a very clear and succinct introduction and conclusion. The introduction outlines the direction of the essay and the conclusion very clearly brings it to a logical close. | The essay has a clear introduction and conclusion. The topic is introduced and outlines the direction of the essay and the conclusion brings it to a logical close. | The essay has an appropriate introduction and conclusion. However, it lacks some clarity. | The essay has an introduction and conclusion. However, it may not be entirely appropriate or lack clarity. | The essay has does not have a clear and succinct introduction and conclusion. The introduction fails to outline the direction of the essay and the conclusion fails to clearly bring it to a logical close. | /10 |
| Referencing use 5% | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. | Generally, integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. | /5 |
| Referencing (APA 6th) 5% | |||||
| There are no errors in the use of references. | There are 1-2 errors in the use of references. | There are 3 - 4 errors in the use of references. | There are 5-6 errors in the use of references. | There are more than 7 errors in the use of references. | /5 |
| Approach and Argument 80% | |||||
| Relevancy 40% | |||||
| Content is entirely relevant to the topic. The approach comprehensively addresses the topic and proceeds logically. | Content is very relevant to the topic. The approach clearly addresses the topic and proceeds logically. | Content is appropriate to the topic. The approach is sound and mostly addresses the topic, and for the most part proceeds logically. | Content addresses the topic. The approach whilst sound, at times is repetitive and lacks cohesion. | Content is irrelevant and/or does not address the topic and lacks cohesion. | /40 |
| Critical analysis 40% | |||||
| There is very clear and strong critical analysis in relation to key concepts. This is consistent throughout the essay. | There is clear and strong critical analysis in relation to key concepts. This is consistent throughout the essay with 1 -2 exceptions. | There is evidence of critical analysis in relation to key concepts. This is fairly consistent throughout the essay with 3 -4 exceptions. | There is some critical analysis in relation to key concepts, however many inconsistencies are apparent. | The is little or no evidence of critical analysis in this essay. | /40 |
- Discuss the influence of cultural, social and institutional perspectives on the construction of knowledge
- Explain the influence of differing perspectives of knowledge on research methodology
- Knowledge
- Communication
- Research
- Self-management
2 Research Assignment
(1) Qualitative Stream ONLY
Objectives
This assessment item relates to unit learning outcomes: 3, 4, 5, & 6.
(3) Design research questions using the qualitative or qualitative research approaches.
(4) Explain the research processes.
(5) Apply and interpret simple data analysis processes to qualitative and/or qualitative data.
(6) Evaluate the rigour of qualitative and/or qualitative studies.
This assessment will allow you to acquire knowledge and experience in planning a research project that will assist you in the future development of your own NURS20173 project proposal. It will broaden your understanding of the research approach you are intending to use in your clinical audit or quality activity for NURS20173 and NURS20174.
Requirements
This final assessment has been designed for those students who are in the QUALITATIVE stream of this unit. It involves developing a research plan/proposal for a hypothetical research topic (see Table below).
Tasks:
Choose option 1 or option 2 topic from the Table below dependent upon your area of practice: Clinical Nursing, Domestic and Family Violence Practice or Mental Health Nursing.
| Clinical Nursing Students | |
| Option 1 | The role of the nurse in ‘promoting’ vaccination in rural communities |
| Option 2 | Nurses perception on aged care reforms and what this means for practice |
| Domestic and Family Violence Students | |
| Option 1 | The impact of natural disasters on domestic violence: an examination of the risk factors |
| Option 2 | Are family violence services prepared in the aftermath of Australia’s bushfire crisis |
| Mental Health Nursing Students | |
| Option 1 | Effect of shift work and sleep on mental health in new graduate nurses |
| Option 2 | Comparing the role of a mental health nurse in a regional /rural area with that in an urban setting |
Step 1:
Construct a research question based on the topic you have chosen that can be answered by the qualitative research design/methods you have chosen (E.g. grounded theory, ethnography, phenomenology, narrative research or case study).
Step 2:
Choose a qualitative design/methodology that would help you to answer your research question.
Evaluate the design you are using against other qualitative designs/methods and justify the approach you are using (i.e. why is this approach the best fit for the research topic/question undertaken?)
Who are your participants? How will they be recruited? What is the inclusion/exclusion criteria?
Describe the method/s you would use to collect data to answer the research question. Provide a rationale to justify these method/methods.
Step 3:
Describe how the data will be analysed and how this type of analysis is the ‘best fit’ for the methodology/methods selected above.
Step 4:
Evaluate how this research process will ensure research rigour (trustworthiness, validity and reliability).
Submission
Please write your submission using the following presentation style and format, then upload it onto the NURS20168 Moodle website using the Assessment 2 link in the
Assessment box.
Note: Every assessment should be submitted as a Word document. It must be a final draft (no comments or tracked changes).
Presentation
Line spacing should be set to 2.0. The preferred font size is 12 point. Pages should be numbered in the footer as follows: Title page has no page number; Page numbering begins at the Introduction and includes the References list pages.
Title page
A cover page with a unit code, assessment number, the proposed title of the research topic assessment, your name, student number, student email address, name of the course (Master of Clinical Nursing, Master of Domestic and Family Violence, Practice, Master of Mental Health Nursing), Referencing style: APA 6th, due date, word count, name of Unit Coordinator. If you have an approved extension this needs to be noted on the title page.
Introduction
The introduction should contain a brief overview of the topic selected and its implications on practice within your specialty or field. This should be followed by the rationale/justification for the proposed study. You must tell the reader why this problem needs to be solved.
The introduction needs to clearly state the research question. This should be clear, focused and feasible.
Methodology/Methods and/or Research Design
This section should outline your research design including the research methodology (qualitative approach) and research methods (data collection and/or data analysis instruments and techniques) that you will employ when conducting your hypothetical study. You should describe how you plan to collect and analyse data in order to answer the research question. It should be a detailed plan that will guide you through the research process. If possible, include a diagram of your research design to help the reader visualise your research plan. Justify your research design and include a rationale as to how your research design aligns with your research methodology.
Include enough detail to allow an assessment of the feasibility of the proposed project and appropriate match with the stated research questions and/or hypothesis.
Strengths/Limitations
State how your research project ensures study rigour (think about the way your collected data and the way you’re analysing it here). You may also address any perceived limitations in the study design you have selected with regards to the research topic/question.
Conclusion
The conclusion should summarise the research plan/proposal and discuss how the proposed research project design will allow you to solve the research problem and achieve the research aims/objectives through addressing the research question/hypothesis. Briefly summarise the contribution to knowledge in your area of clinical practice. The conclusion should not include new material.
References
A minimum of 10 references from peer reviewed journals and government reports is required. You should use high quality and current references (within the previous 5 years) to support your writing.
SNMSS uses the CQU APA Referencing Style Edition T3, 2019.
Refer to: https://www.cqu.edu.au/__data/assets/pdf_file/0021/58413/APA_referencing_guide.pdf
Length: 3000 words (+/- 10%).
The word count is considered from the first word of the Introduction to the last word of the Conclusion. It excludes the cover page, contents page (optional) and reference list. It includes in-text citations and direct quotations.
(2) Quantitative stream ONLY
Objectives
This assessment item relates to unit learning outcomes: 3, 4, 5, & 6.
(3) Design research questions using the qualitative or quantitative research approaches.
(4) Explain the research processes.
(5) Apply and interpret simple data analysis processes to quantitative and/or qualitative data.
(6) Evaluate the rigour of quantitative and/or qualitative studies.
This assessment will allow you to acquire knowledge and experience in planning a research project that will assist you in the future development of your own NURS20173 project proposal. It will broaden your understanding of the research approach you are intending to use for your own project in NURS20173 and NURS20174.
Requirements
This final assessment has been designed for those students who are in the QUANTITATIVE stream of this unit. It involves developing a research plan/proposal for a hypothetical research topic (see Table below).
Tasks:
Choose option 1 or option 2 topic from the table below dependent upon your area of practice: Clinical Nursing, Domestic and Family Violence Practice or Mental Health Nursing.
| Clinical Nursing Students | |
| Option 1 | Falls risk assessments in elderly patients: how effective are they in preventing falls for elderly patients in the acute care setting? |
| Option 2 | Detecting child abuse and neglect in families – evaluate screening methods in the clinical setting. |
| Domestic and Family Violence Students | |
| Option 1 | Evaluate strategies used to report domestic and family violence in rural settings. |
| Option 2 | Design and evaluate a professional development workshop to reduce the stigma associated with domestic and family violence in CALD communities – a study to inform practice. |
| Mental Health Nursing Students | |
| Option 1 | Design and evaluate a professional development ‘workshop’ on ‘self-care’ for mental health nurses. |
| Option 2 | Patient violence in the acute mental health setting – an assessment of contributing factors. |
Step 1:
Construct a research question based on the topic you have chosen that can be answered by the quantitative research design/methods you have chosen (E.g. Cross-sectional, Cohort, Case studies).
Step 2:
Choose a quantitative design/methodology that would help you to answer your research question.
Evaluate the design you are using against other quantitative designs/methods and justify the approach you are using (i.e. why is this approach the best fit for the research topic/question undertaken?)
Who are your participants? How will they be recruited? What is the inclusion/exclusion criteria?
Describe the method/s you would use to collect data to answer the research question. Provide a rationale to justify these method/methods.
Step 3:
Describe how the data will be analysed and how this type of analysis is the ‘best fit’ for the methodology/methods selected above.
Step 4:
Evaluate how this research process will ensure research rigour (trustworthiness, validity and reliability) by considering internal validity, external validity and generalisability.
Submission
Please write your submission using the following presentation style and format, then upload it onto the NURS20168 Moodle website using the Assessment 2 link in the
Assessment box.
Note: Every assessment should be submitted as a Word document. It must be a final draft (no comments or tracked changes).
Presentation
Line spacing should be set to 2.0. The preferred font size is 12 point. Pages should be numbered in the footer as follows: Title page has no page number; Page numbering begins at the Introduction and includes the References list page/s.
Title page
A cover page with a unit code, assessment number, the proposed title of the assessment, your name, student number, student email address, name of the course (Master of Clinical Nursing, Master of Domestic and Family Violence Practice, Master of Mental Health Nursing), Referencing style: APA 6th, due date, word count, name of Unit Coordinator. If you have an approved extension this also needs to be noted on the title page.
Introduction
The introduction should contain a brief overview of the topic selected and its implications on practice within your specialty or field. It should include two-three statements on the aims/objectives of this hypothetical research topic/question. This should be followed by the rationale/justification for the proposed study. You must tell the reader why this problem needs to be solved.
The introduction needs to clearly state the research topic as either a research question or stated as a hypothesis. This should be clear, focused and feasible. The research question should also indicate what type of data (for example, survey responses) and the source of the data (location or population, primary or secondary source) that you will use to answer the research question/hypothesis put forward.
Note: A hypothesis should offer a clear and concise statement of what you expect to find in relation to your variables and what you plan to test. It is a statement of the proposition that you intend to verify through the investigation you are hypothetically conducting. You may find that your results either confirm/refute the hypothesis.
Methodology/Methods and/or Research Design
This section should outline your research design including the research methodology (quantitative approach) and research methods (data collection and/or data analysis instruments and techniques) that you will employ when conducting your hypothetical study. You should describe how you plan to collect and analyse data in order to answer the research question. It should be a detailed plan that will guide you through the research process. If possible, include a diagram of your research design to help the reader visualise your research design. Justify your research design and include a rationale as to how your research design aligns with your research methodology and methods.
Include enough detail to allow an assessment of the feasibility of the proposed project and appropriate match with the stated research questions and/or hypothesis.
Strengths/Limitations
State how your research project ensures study rigour (think about the way you collected data and the way you’re analysing it). Consider internal and external validity/generalisability here too! You may also address any perceived limitations in the study design you have selected with regards to the research topic/question.
Conclusion
The conclusion should summarise the research plan/proposal. It should discuss how the proposed research project design will allow you to solve the research problem and achieve the research aims/objectives through addressing the research question/hypothesis. Briefly summarise the contribution to knowledge in your area of clinical practice. The conclusion should not include new material.
References
A minimum of 10 references from peer reviewed journals and government reports is required. You should use high quality and current references (within the previous 5 years) to support your writing.
The School of Nursing, Midwifery and Social Sciences (SNMSS) uses the CQU APA Referencing Style Edition T3, 2019.
Refer to: https://www.cqu.edu.au/__data/assets/pdf_file/0021/58413/APA_referencing_guide.pdf
Length: 3000 words (+/- 10%).
The word count is considered from the first word of the Introduction to the last word of the Conclusion. It excludes the cover page, contents page (optional) and reference list. It includes in-text citations and direct quotations.
Week 12 Friday (5 June 2020) 5:00 pm AEST
via Turnitin/Moodle
Exam Week Friday (19 June 2020)
via Moodle
(1) Qualitative stream only
| High Distinction 85 – 100% | Distinction 75 – 84% | Credit 65 – 74% | Pass 50 – 64% | Fail Below 0 - 49% | |
| Structure 20% | |||||
| Efficiency and organization 10% | |||||
| The research plan/proposal has a very clear and succinct introduction and conclusion. The introduction outlines the direction of the proposal and the conclusion very clearly brings it to a logical close. | The research plan/proposal has a clear introduction/conclusion. The topic is introduced and outlines the direction of the proposal. The conclusion brings the essay to a logical close. | The research proposal has an appropriate introduction and conclusion; however, it may lack some clarity. | The research proposal has an introduction and conclusion. However, they are somewhat unclear and need further consideration. | The research proposal does not have an introduction and/or a conclusion and/or they are confusing and difficult to follow. | /10 |
| Referencing use 5% | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. | Generally, integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequently attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. | /5 |
| Referencing (APA 6th) 5% | |||||
| There are no errors in the use of APA. | There are 1-2 errors in the use of APA. | There are 3-4 errors in the use of APA. | There are 5-6 errors in the use of APA. | There are more than 7 errors in the use of APA. | /5 |
| Approach and Argument 80% | |||||
| Research Question 20% | |||||
| The research question is very clearly described, and the rationale to support it is comprehensively discussed. | The research question is well described, and the rationale to support it is discussed fairly well. A few minor concepts are overlooked or not fully described. | The research question is somewhat well described, however the rationale to support it needs further development. | The research question is described however some important components are missing. The rationale is weak and requires more development. | There is no research question clearly evident. | /20 |
| Research methodology/method 20% | |||||
| The research methodology/method is very clearly described and rationalised. There is a very clear critical analysis of the research approach and sound justification of methodology and method for the design. | The research methodology/method is clearly described and rationalised. There is critical analysis of the research approach and justification of methodology and research design with 1 -2 exceptions. | The research methodology/method is somewhat well described and rationalized. There is some analysis of the research approach and some justification of methodology and research design with 3-4 exceptions. | The research methodology/method is described and rationalized. There is some analysis of the research approach and some justification of methodology and research design with more than four exceptions. | There is little evidence of methodology/method justification or description and very little analysis in the proposal. | /20 |
| Data collection 20% | |||||
| Data collection methods and how data will be collected is very clearly described with a very clear argument for data use and how it fits with the research design. | Data collection methods and how data will be collected is clearly described with a clear argument for data use and how it fits to the research design, with 1-2 exceptions. | Data collection methods and how data will be collected is somewhat well described and how data is collected fits with the research design with 3-4 exemptions. | Data collection methods and how data will be collected is included, and how it fits to the research design is described, however the description lacks clarity. | Data collection method/s is/are poorly described, it is not clear and/or incorrect. | /20 |
| Rigor 20% | |||||
| The discussion very clearly articulates how the research design will sustain rigor. | The discussion clearly evaluates how the research design will sustain rigor with 1-2 exceptions. | The discussion somewhat evaluates how the research design will sustain rigor with 3-4 exceptions. | The discussion describes rigor; however, it does not appear sustainable. | There is minimal/no discussion of research rigor. | /20 |
| Total mark | |||||
Comments
(2) Quantitative stream only
| High Distinction 85 – 100% | Distinction 75 – 84% | Credit 65 – 74% | Pass 50 – 64% | Fail Below 0 - 49% | |
| Structure 20% | |||||
| Efficiency and organization 10% | |||||
| The research plan/proposal has a very clear and succinct introduction and conclusion. The introduction outlines the direction of the proposal and the conclusion very clearly brings it to a logical close. | The research plan/proposal has a clear introduction/conclusion. The topic is introduced and outlines the direction of the prospoal. The conclusion brings the essay to a logical close. | The research proposal has an appropriate introduction and conclusion; however, it may lack some clarity. | The research proposal has an introduction and conclusion. However, they are somewhat unclear and need further consideration. | The research proposal does not have an introduction and/or a conclusion and/or they are confusing and difficult to follow. | /10 |
| Referencing use 5% | |||||
| Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. | Generally, integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequently attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations. | /5 |
| Referencing (APA 6th) 5% | |||||
| There are no errors in the use of APA. | There are 1-2 errors in the use of APA. | There are 3-4 errors in the use of APA. | There are 5-6 errors in the use of APA. | There are more than 7 errors in the use of APA. | /5 |
| Approach and Argument 80% | |||||
| Research Question 20% | |||||
| The research question is very clearly described, and the rationale to support it is comprehensively discussed. | The research question is well described, and the rationale to support it is discussed fairly well. A few minor concepts are overlooked or not fully described. | The research question is somewhat well described, however the rationale to support it needs further development. | The research question is described however some important components are missing. The rationale is weak and requires more development. | There is no research question clearly evident. | /20 |
| Research methodology/method 20% | |||||
| The research methodology/method is very clearly described and rationalised. There is a very clear critical analysis of the research approach and sound justification of methodology and method for the design. | The research methodology/method is clearly described and rationalised. There is critical analysis of the research approach and justification of methodology and research design with 1 -2 exceptions. | The research methodology/method is somewhat well described and rationalized. There is some analysis of the research approach and some justification of methodology and research design with 3-4 exceptions. | The research methodology/method is described and rationalized. There is some analysis of the research approach and some justification of methodology and research design with more than four exceptions. | There is little evidence of methodology/method justification or description and very little analysis in the proposal. | /20 |
| Data collection 20% | |||||
| Data collection methods and how data will be collected is very clearly described with a very clear argument for data use and how it fits with the research design. | Data collection methods and how data will be collected is clearly described with a clear argument for data use and how it fits to the research design, with 1-2 exceptions. | Data collection methods and how data will be collected is somewhat well described and how data is collected fits with the research design with 3-4 exemptions. | Data collection methods and how data will be collected is included, and how it fits to the research design is described, however the description lacks clarity. | Data collection method/s is/are poorly described, it is not clear and/or incorrect. | /20 |
| Rigor 20% | |||||
| The discussion very clearly articulates how the research design will sustain rigor. | The discussion clearly evaluates how the research design will sustain rigor with 1-2 exceptions. | The discussion somewhat evaluates how the research design will sustain rigor with 3-4 exceptions. | The discussion describes rigor; however, it does not appear sustainable. | There is minimal/no discussion of research rigor. | /20 |
| Total mark | |||||
Comments
- Design research questions using qualitative and quantitative research approaches
- Explain the research process
- Apply and interpret simple data analysis processes to quantitative and/or qualitative data
- Evaluate the rigour of quantitative and/or qualitative research studies.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
