Overview
This unit familiarises students with the practice of researching and the collection of data. Through the development of core skills, students are introduced to both qualitative and quantitative methods. Links between theory and social research methods are investigated in an effort to understand the production and analysis of social research data. At the end of the unit students should be able to critically assess and analyse the application and use of appropriate research methods. Within this framework students should be able to devise and undertake a social survey, understand and explain the application of both quantitative and qualitative research methods, and be able to use both quantitative and qualitative approaches to their research.
Details
Pre-requisites or Co-requisites
Successful completion of 48 credit points.
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 2 - 2023
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 Undergraduate 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 Unit Evaluation
Students to be allowed to select their own research topics for the two written assessments.
Students will select their own social issues for the assessments. Examples of suitable social issues will be provided and students will be encouraged to confirm their selected social issues with the unit coordinator.
Feedback from Unit Evaluation
Provide students with more exemplars of report format and quantitative assignments.
More exemplars will be provided and clearer Assessment structure information provided.
Feedback from Unit Evaluation
Finding some assessment resources in the Assessment tile.
The Moodle site will provide separate sections for each of the three assessments in the Assessment tile.
Feedback from Unit Evaluation, email
An engaging and interesting unit with good assessments. The lectures, tutorials, teaching and support provided by the unit coordinator helped students learn.
To continue to support and engage with students.
Feedback from Unit Evaluation
Provide a better practice quiz.
The practice quiz will be expanded in the number of questions and improved.
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 20% | ||||
| 2 - Written Assessment - 40% | ||||
| 3 - Written Assessment - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
Social research methods
Edition: 4th edn (2019)
Authors: Walter, M
Oxford University Press
Melbourne Melbourne , Victoria , Australia
ISBN: 9780190310103
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
s.rockloff@cqu.edu.au
Module/Topic
Research and the research process
Chapter
Chapter 1 & 3 of Walter (2019) (prescribed text)
Visit the study week schedule on Moodle for Week 1 set readings and activities.
Events and Submissions/Topic
Module/Topic
Qualitative and quantitative research
Chapter
Visit the study week schedule on Moodle for Week 2 set readings and activities.
Events and Submissions/Topic
Module/Topic
Research design and research questions
Chapter
Chapter 2 of Walter (2019)
Visit the study week schedule on Moodle for Week 3 set readings and activities.
Events and Submissions/Topic
Module/Topic
Chapter
Chapter 4 of Walter (2019)
Visit the study week schedule on Moodle for Week 4 set readings and activities.
Events and Submissions/Topic
Module/Topic
Qualitative and quantitative methodologies
Chapter
Visit the study week schedule on Moodle for Week 5 set readings and activities.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Measuring and sampling
Chapter
Chapter 5 of Walter (2019)
Visit the study week schedule on Moodle for Week 6 set readings and activities.
Events and Submissions/Topic
Module/Topic
Quantitative research - Constructing and conducting surveys
Chapter
Chapter 6 of Walter (2019)
Visit the study week schedule on Moodle for Week 7 set readings and activities.
Events and Submissions/Topic
Module/Topic
Quantitative research - Analysing data and presenting survey results
Chapter
Walter (2019), pp.239-254.
Visit the study week schedule on Moodle for Week 8 set readings and activities.
Events and Submissions/Topic
Module/Topic
Qualitative research method - interviewing
Chapter
Chapter 10 of Walter (2019)
Visit the study week schedule on Moodle for Week 9 set readings and activities.
Events and Submissions/Topic
Module/Topic
Qualitative research - Analysing the data
Chapter
Chapter 11 & 13 of Walter (2019)
Visit the study week schedule on Moodle for Week 10 set readings and activities.
Events and Submissions/Topic
Module/Topic
Quality in research - Rigour
Chapter
Visit the study week schedule on Moodle for Week 11 set readings and activities.
Events and Submissions/Topic
Module/Topic
Completion of Assessment 3.
Chapter
No set readings for this week.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
1
Other
Week 4 Friday (4 Aug 2023) 11:00 pm AEST
Week 5 Monday (7 Aug 2023)
No Assessment Criteria
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
2 Written Assessment
The aim of this assessment is to design a quantitative social survey by conducting an exploratory and concise literature review in the relevant field and formulating a research question. The purpose is for you to make connections between the unit material, a real-life research approach and the use of a quantitative research method.
Note: You are not to conduct the survey, this is a hypothetical exercise.
You may select one of the following sociological topics to research or identify one of your own. If selecting your own sociological topic, you are encouraged to discuss this with the Unit Coordinator prior to starting your assessment.
1. Settlement challenges of immigrants
2. Aged care services
3. Advocacy for social justice
4. Mental health stigma
5. Access to education for people living with disability
6. Gender inequality in sports
7. Your own selected sociological topic.
Instructions
In this 1500 word (+/-10%) assessment, you are required to:
1) Select a suitable sociological topic of interest, either from the list of suggested topics or based on your own selection.
2) Conduct an exploration of the relevant literature in this area, taking notes to assist you in writing a concise literature review on the selected topic to provide context for your research question.
3) Identify a research question that is relevant to your topic and specify the type of quantitative research question being addressed, along with the variable(s) you are trying to measure.
4) Justify the significance of the research question by explaining its relevance and impact on the affected group(s) in society.
5) Discuss the benefits and limitations of using a quantitative survey approach to explore established relationships and patterns between variables within your selected sociological topic.
6) Develop a survey comprising a maximum of 15 questions related to your topic, along with five socio-demographic questions (e.g., age, education level). Examples of what constitutes a single survey question will be provided. Include the survey questions and answer choices in the appendix of your assignment. Ensure your survey questions will generate the necessary data to address your research question effectively and assess if your survey response scales, such as a 5-point Likert Scale, are appropriate.
7) Consider revising the survey questions, if necessary, to align with the research question and ensure the collection of relevant data.
Include a copy of your survey in Appendix A. The appendix is not included in the word count but is assessed (see the marking criteria).
Use a report format for the assignment with the following sections: Cover page, Table of Contents, Discussion (Literature review, Research question, Importance of the question), References, and Appendix A (Survey).
You are encouraged to discuss your assignment and resources with the unit coordinator and others in the Moodle Discussion Forum and Zoom tutorial sessions.
Use the literature to support your discussion and provide an in-text citation for the sources you use. If you use a direct quote as part of your discussion, it must be indicated as such, and you will need to provide full reference details using APA (7th Edition) referencing style. Use direct quotes sparingly and they should account for less than 10% of the word count.
A few sample surveys will be provided to students on Moodle as examples. The tutorial sessions will involve skills development using practical exercises on identifying keywords to undertake a literature review, identifying and constructing a research question, and developing a survey and writing good survey questions.
Please follow the steps below to complete your assessment task:
- Read the relevant required set textbook chapters and view the weekly topic resources and tutorial material on the Moodle site and in the e-Reading list.
- Familiarise yourself with the Assessment 2 Overview and Tips notes and recording in the Assessment 2 section of the Assessment tile.
- Search the CQU library and databases for useful references and undertake further reading.
- Draft an outline before writing your discussion. Where necessary, use examples to illustrate your applied understanding.
- Provide in-text citations to support your discussion and add a single reference list at the end of your document on a new page.
Literature and references
In this assessment, use a minimum of seven contemporary references (<10 years) to support your discussion. The required set textbook is one suitable reference. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles, textbooks, and credible websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature from the internet must be from reputable websites such as government, university, or peak national bodies.
Requirements
Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing, justified margins and 2.54cm page margins (standard pre-set margin in Microsoft Word).
Include page numbers on each page in a footer.
Write in the third-person perspective.
Use formal academic language (avoid contractions).
Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
The word limit is 1500 words (+/-10%) and is considered from the first word of the Discussion section to the last word of the Discussion section. It excludes the cover page, reference list and Appendix A (survey). It includes in-text references and direct quotations. Do not exceed the maximum word count of 1650 words. No abstract, introduction or conclusion sections are required for this assignment. Do not include any images, tables, graphs, or additional appendices.
Do not use dot points or numbered lists in your written assignment (except for the survey).
Resources
You can use unit provided materials, the set textbook, and other credible sources (e.g., journal articles, books, grey literature) to reference your argument. The quality and credibility of your sources are important.
We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide.
For information on academic communication, please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources, including information for students with English as a second language. Consider attending their Zoom sessions on referencing and academic writing.
Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submit your assessment via the unit Moodle site in Microsoft Word format only
Please follow the instructions in the Assessment tile on how to access the feedback in your marked assignment when it is returned.
Week 8 Monday (4 Sept 2023) 11:59 pm AEST
Week 10 Monday (18 Sept 2023)
Refer to the marking rubric that is available here and on the Moodle site for more detail on how marks will be assigned.
| HD | D | C | P | F | F (zero) |
| Writing & word count (20%) An excellent presentation of assignment, double spaced with size 12 font. The cover page is included. Adheres to prescribed word count. (10%) | A well-presented assignment, double spaced with size 12 font. The cover page is included. Adheres to prescribed word count. | A competent presented assignment, double spaced with size 12 font. The cover page is included. Adheres to prescribed word count. | An adequately presented assignment, double spaced with size 12 font. The cover page is included. Adheres to prescribed word count. | A poorly presented assignment where one or more of the following problems are present: double-spacing not used; size 12 font not used, the cover page lacking information, or it deviates from the prescribed word count | An assignment where the presentation requirements have not been followed, the cover page is not included, or it deviates significantly from the prescribed word count. |
|
An assignment where the presentation requirements have not been followed, the cover page is not included, or it deviates significantly from the prescribed word count. (10%) |
Minimal (1-2) spelling, grammar, or paragraph structure errors. The organisation and structure are clear and relatively easy to follow. | A few (3-4) spelling, grammar, or paragraph structure errors. Organisation and structure are appropriate and can be followed | Several (5-6) spelling, grammar, or paragraph structure errors. Organisation and structure are apparent although not easy to follow. | Many (6-8) spelling, grammar, or paragraph structure errors. Organisation and structure lack clarity in some parts and are difficult to follow. | There are widespread spelling, grammar, or paragraph structure errors. Organisation and structure lack clarity and are difficult to follow. |
| Discussion & survey (60%) Content provides a comprehensive and critical discussion of the literature in the chosen topic area. (15%) | Provides a strong discussion that shows a strong understanding of the main points relating to the topic. | Provides appropriate discussion that demonstrates a solid understanding of most points relating to the topic. | Provides some relevant discussion that puts forward a sufficient understanding of several points relating to the topic. | Content provides a poor discussion of the main points relating to the topic. A clear understanding of the basics is lacking in parts. | Content provides an inadequate discussion of the main points relating to the topic. A clear understanding of the basics is absent. |
|
Identifies a good research question and provides a comprehensive and critical discussion of the significance (justification) of the question that demonstrates an extensive understanding of the topic & group(s) affected. (15%) |
Identifies a research question and provides a strong discussion of the significance (justification) of the question that shows a solid understanding of the topic & group(s) affected. | Identifies a research question and provides an appropriate discussion of the significance (justification) of the question that demonstrates a sound understanding of many points relating to the topic & group(s) affected. | Presents an inadequate research question. Provides some relevant discussion of the significance (justification) of the question that shows a basic understanding of the topic & group(s) affected. | The research question is confusing or there is a poor discussion of the significance (justification) of the question. A basic understanding of the topic is missing in parts & the group(s) affected. | A research question is absent and there is an inadequate discussion of the significance (justification) of the question. A basic understanding of the topic is missing along with consideration of the group(s) affected. |
|
Provides a comprehensive and critical discussion of the benefits and limitations of quantitative survey research to explore established relationships and patterns between variables for your topic. (15%) |
Provides a strong discussion of the benefits and limitations of quantitative survey research to explore established relationships and patterns between variables for your topic. | Provides an appropriate discussion of the benefits and limitations of quantitative survey research to explore established relationships and patterns between variables for your topic. | Provides some relevant discussion of the benefits and limitations of quantitative survey research to explore established relationships and patterns between variables for your topic. | Provides some relevant discussion of the benefits and limitations of quantitative survey research to explore established relationships and patterns between variables for your topic. | Provides some relevant discussion of the benefits and limitations of quantitative survey research to explore established relationships and patterns between variables for your topic. |
|
The survey is well composed and has relevant and sufficient survey questions and answer options. (15%) |
The survey is suitably composed with most survey questions and answer options relevant but with 1-2 errors. | The survey is adequately composed and has many relevant survey questions and answer options but with 3-4 errors. | The survey consists of a few adequate survey questions and answer options but with only 5-6 errors. | The survey is not composed appropriately and has a few significant problems around the adequacy, relevance or structure of the survey questions and answers. | The survey is not composed appropriately and has numerous significant problems around the adequacy, relevance or structure of the survey questions and answers. |
| Referencing (20%)Consistently integrates references to support and reflect all ideas, information, and quotations. (5%) | Generally, integrates references to support and reflect ideas, information, and quotations with 1 or 2 exceptions. | Frequently integrates references to support and reflect ideas, information, and quotations, with 3 or 4 exceptions. | Occasionally integrates references to support and reflect ideas, information, and quotations, with 5 or 6 exceptions. | Infrequent attempts (6-8) to integrate references to support & reflect ideas, information, & quotations. | Fails to integrate references to support & reflect ideas, information, or quotations. |
|
A minimum of 10 up-to-date references were used including 5 journal articles as well as quality books and websites. (5%) |
A minimum of 9 up-to-date references were used including 4 journal articles as well as quality books and websites. | A minimum of 8 up-to-date references were used including 3 journal articles as well as quality books and websites. | A minimum of 7 up-to-date references were used including 2 journal articles as well as quality books and websites. | The required number of up-to-date references was not used. The two journal articles were not sourced, or quality books and websites are not used. | References are not used, or they are mostly not up-to-date and not quality sources. |
|
The reference list appears in alphabetical order. Fully adheres to reference list presentation guidelines for APA 7th ed ref style. Consistently accurate with in-text referencing. (10%) |
The reference list appears in alphabetical order. Consistently adheres to reference list presentation guidelines for APA 7th ed ref style. 1-2 consistent reference list errors. 1-2 consistent in-text referencing errors identified. | The reference list appears in alphabetical order. Frequently adheres to reference list presentation guidelines for APA 7th ed ref style. 3-4 consistent reference list errors. 3-4 consistent in-text referencing errors were identified. | The reference list appears in alphabetical order. Occasionally adheres to reference list presentation guidelines for APA 7th ed ref style. 5-6 consistent reference list errors. 5-6 inconsistent in-text referencing errors were identified. | The reference list does not appear in alphabetical order and shows limited understanding of the APA 7th ed ref style and presentation guidelines. In-text referencing is largely not consistent with APA 7th ed. | The reference list does not appear in alphabetical order and shows no understanding of the APA 7th ed ref style and presentation guidelines. In-text referencing is not consistent at all with APA 7th ed style. |
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
3 Written Assessment
Week 12 Tuesday (3 Oct 2023) 11:00 pm AEST
23 October 2023
| HD | D | C | P | F | F (zero) |
| Writing & analysis (20%)Excellent presentation of the assignment. Consistently accurate with spelling, grammar, and paragraph structure. The organisation and structure are clear and easy to follow. Adheres to the prescribed word count. | A well-presented assignment. Minimal (1-2) critical spelling, grammar, and paragraph structure errors. The organisation and structure are clear and relatively easy to follow. Adheres to the prescribed word count. | A competently presented assignment. A few (3-4) critical spelling, grammar, or paragraph structure errors. Organisation and structure are appropriate and can be followed. Adheres to the prescribed word count. | An adequately presented assignment. Several (5-6) critical spelling, grammar, or paragraph structure errors. Organisation and structure are apparent although not easy to follow. Adheres to the prescribed word count. | Poorly presented assignment with many (>6) spelling, grammar, or paragraph structure errors. Organisation and structure lack clarity and are difficult to follow. Deviates from the prescribed word count. | An assignment where the presentation requirements have not been followed, the cover sheet is not included, or it deviates significantly from the prescribed word count. |
|
Excellent preliminary analysis of the interview data providing a comprehensive summary of the main themes and findings. |
A very good preliminary analysis of the interview data provides a strong summary of the main themes and findings. | A good preliminary analysis of the interview data provides an adequate summary of the main themes and findings. | Some preliminary analysis of the interview data provides a fair summary of a few main themes and findings. | Provides a poor preliminary analysis of the interview data. The summary is lacking detail on the main themes and findings. | The preliminary analysis of the interview data and summary of the main themes and findings are absent. |
| Ethics & interviewing (60%)Content provides a comprehensive discussion of relevant ethical issues for the topic and interview and gives examples. | Provides a strong discussion that shows a strong understanding of the main points relating to the ethical issues for the topic and interview and gives examples. | Provides appropriate discussion that demonstrates a solid understanding of most points relating to ethical issues for the topic and interview and gives examples. | Provides some relevant discussion that puts forward a sufficient understanding of ethical issues for the topic and interview and gives an example. | Poor discussion of relevant ethical issues for the topic and in-depth interview. A clear understanding of the basics is lacking and there are poor examples. | There is no discussion of relevant ethical issues for the topic and in-depth interview |
|
Provides an excellent interview schedule with clearly worded and relevant questions. The interview transcript is present, well-formatted and has excellent detail. |
Provides a very good interview schedule with mostly clearly worded and relevant questions. The interview transcript is present, formatted and has very good detail. | Provides an appropriate interview schedule with many clearly expressed and relevant questions. The interview transcript is present, formatted and has adequate detail. | Provides a fair interview schedule with some clearly expressed and relevant questions. The interview transcript is mostly present and has some format and detail. | Poor interview schedule with a lack of clearly expressed and relevant questions. The interview transcript is missing or has little detail and format. | There is no interview schedule and/or the interview transcript is missing. |
|
Provides a comprehensive and critical discussion of how interviewing can explore & analyse power dynamics within social relationships & institutions. |
Provides a strong discussion of how interviewing can explore & analyse power dynamics within social relationships & institutions. | Provides an appropriate discussion of how interviewing can explore & analyse power dynamics within social relationships & institutions. | Provides some relevant discussion of how interviewing can explore & analyse power dynamics within social relationships & institutions. | Poor discussion of how interviewing can explore & analyse power dynamics within social relationships & institutions. | There is no discussion of how interviewing can explore & analyse power dynamics within social relationships & institutions. |
| Referencing (20%) Consistently integrates references to support and reflect all ideas, information, and quotations. | Generally, integrates references to support and reflect ideas, information, and quotations with 1 or 2 exceptions. | Frequently integrates references to support and reflect ideas, information, and quotations, with 3 or 4 exceptions. | Occasionally integrates references to support and reflect ideas, information, and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>6 errors) to integrate references to support & reflect ideas, information & quotations. | Fails to integrate references to support & reflect ideas, information, or quotations. |
|
Consistently accurate with in-text referencing. |
1-2 consistent in-text referencing errors identified. | 3-4 consistent in-text referencing errors were identified. | 5-6 inconsistent in-text referencing errors were identified. | Referencing is not consistent with APA (7th ed.) style. >6 inaccuracies with in-text referencing. | In-text referencing is not consistent at all with APA (7th ed style). |
|
A minimum of 10 up-to-date references were used including 5 journal articles as well as relevant books and websites. |
A minimum of 9 up-to-date references were used including 4 journal articles as well as relevant books and websites. | A minimum of 8 up-to-date references were used including 3 journal articles as well as relevant books and websites. | A minimum of 7 up-to-date references were used including 2 journal articles as well as relevant books and websites. | The required number of 7 references is not used. Journal articles are not sourced. Most references are not up to date. Chosen websites are not credible. | References are not used, or they are mostly not up-to-date and not quality sources. |
|
The reference list appears in alphabetical order. Fully adheres to reference list presentation guidelines APA ref style. |
The reference list appears in alphabetical order. Consistently adheres to reference list presentation guidelines APA ref style. 1-2 consistent reference list errors. | The reference list appears in alphabetical order. Frequently adheres to reference list presentation guidelines APA ref style. 3-4 consistent reference list errors. | The reference list appears in alphabetical order. Occasionally adheres to reference list presentation guidelines APA ref style. 5-6 consistent reference list errors. | The reference list does not appear in alphabetical order. Does not adhere to reference list presentation guidelines APA ref style. >6 consistent reference list errors. | The reference list does not appear in alphabetical order and shows no understanding of the APA 7th ed ref style and presentation guidelines. |
- Apply a range of skills and competencies that critically evaluate the use and application of research methods and the analysis of data.
- Conduct a social survey.
- Explain and discuss both the benefits and limitations of qualitative and quantitative research and their appropriate contexts for application, while having and understanding of the constraints and concerns associated with undertaking and supervising a research project.
- Apply both qualitative and quantitative research techniques.
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?
