Unit Synopsis
This unit will provide you with opportunities to explore the application of your advanced knowledge and skills in domestic and family violence. It builds on your learning acquired in previous units with a specific focus on research skills development. The research proposal you write as a part of this unit will result in a feasible plan to address an aspect of practice in domestic and family violence. You will explore the implications of the intersection of gender, culture and ethnicity in the research context. You will consider ethical, professional and self-management implications for applied research.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 8 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 4 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
There are no pre-requisites for the 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). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Be Different Intakes
2022 - Online
Higher Education Unit Availabilities from Term 2 - 2020
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.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 30% |
| 2. Written Assessment | 30% |
| 3. Written Assessment | 40% |
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%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site.
Term 2 - 2021 : The overall satisfaction for students in the last offering of this course was 5.00 (on a 5 point Likert scale), based on a 50% response rate.
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.
Source: Quote from Student Unit and Teaching Evaluation
"The content was presented in a logical manner and was easy to understand. However, my favourite thing is the constant support in relation to assessment. The weekly Zoom tutorials were highly beneficial and I felt very supported. The instructions in relation to the assessments were clear and easy to understand".
Given the high student satisfaction levels indicated by the Student Unit and Teaching Evaluation, it is recommended that this Unit be run in its current form, with ongoing effort to ensure up-to-date resources, and high levels of student engagement and support.
Consistent with the recommendation in the previous AUER, this Unit was run with the same attention to student engagement and support, and provision of up-to-date resources.
Source: Quote from Student Unit and Teaching Evaluation
"Although I struggled with this unit as it is not something that I am familiar with, I found this unit to be quite rewarding. The best aspect is the personal interaction with course coordinator via various forms of communications, such as, on-line recorded lectures & discussions, face-to-face via zoom meetings and emails. The offer to have regular weekly Q & A sessions via Zoom was invaluable".
Given the high student satisfaction levels indicated by the Student Unit and Teaching Evaluation, it is recommended that this Unit be run in its current form, with ongoing effort to ensure up-to-date resources, and high levels of student engagement and support.
Consistent with the recommendation in the previous AUER, this Unit was run with the same attention to student engagement and support, and provision of up-to-date resources.
Source: Quote from Student Unit and Teaching Evaluation.
"I really appreciated the support I received in this unit. I have never done a research proposal before and I have really learned a lot...".
Given the high student satisfaction levels indicated by the Student Unit and Teaching Evaluation, it is recommended that this Unit be run in a manner consistent with its current form, with ongoing effort to ensure up-to-date resources, and high levels of student engagement and support.
In Progress
Source: Quote from Student Unit and Teaching Evaluation.
"Dr Emily, our lecturer is wonderful. She's provided great course material, excellent lectures, relevant assignments, and is very approachable and helpful. She's made this course interesting and enjoyable, and given me a great impression of CQU".
Given the high student satisfaction levels indicated by the Student Unit and Teaching Evaluation, it is recommended that this Unit be run in a manner consistent with its current form, with ongoing effort to ensure up-to-date resources, and high levels of student engagement and support.
In Progress
On successful completion of this unit, you will be able to:
- Formulate a research question based on relevant data sources in the domestic and family violence context.
- Evaluate data collection methods relevant to the domestic and family violence context through the application of an ethical, cultural and gender appropriate framework.
- Identify research methods to answer a question in the domestic and family violence practice context.
- Design a research proposal based on sound research principles for application in a domestic and family practice setting.
- Examine the role of research and researchers in health and human services practice.
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment | • | • | |||
| 2 - Written Assessment | • | • | |||
| 3 - Written Assessment | • | • | • | ||
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | • | • | • | • | • |
| 2 - Communication | • | • | • | • | • |
| 3 - Cognitive, technical and creative skills | • | • | • | • | • |
| 4 - Research | • | • | • | ||
| 5 - Self-management | • | • | |||
| 6 - Ethical and Professional Responsibility | • | • | • | • | • |
| 7 - Leadership | • | ||||
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |
| 1 - Written Assessment | • | • | • | • | • | ||||
| 2 - Written Assessment | • | • | • | • | • | • | • | ||
| 3 - Written Assessment | • | • | • | • | • | • | • | ||