Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Wendy Goldstein
Contact via wendy.goldstein@mq.edu.au
E8A 372
Open: By appointment
Lecturer
Richard Horsfield
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MEnvEd or PGDipEnvEd or PGCertEnvEd or MEnvMgt or MEnvStud or PGDipEnvStud or MSusDev or PGDipSusDev or PGCertSusDev or MEnvPlan or MEnvSc or MEnv or PGDipEnv or PGCertEnv or MSc in Remote Sensing and GIS or PGDipSc in Remote Sensing and GIS or PGCertSc in Remote Sensing and GIS or MA in Human Geography or PGDipArts in Human Geography or PGCertArts in Human Geography or MSocEntre or PGCertSocEntre or GradDipEnv or GradCertEnv or GradCertSusDev or GradDipSusDev or GradCertSIA or GradDipSIA
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit develops students' knowledge of the role of research in sustainable development and in research paradigms and methods. Students will have practical experience of processing and communicating quantitative and qualitative data to guide action. The unit will emphasise action research and associated research methodologies providing students with an opportunity to explore, at a practical level, how action research can be used as a tool to achieve the goals of sustainable development. Students will develop skills in research planning, literature review and writing a research funding proposal. Students will be introduced to the ethical considerations and processes of undertaking research. As such, the unit provides students with a broad understanding of the comparative usefulness of different research methods for sustainable development.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Assignment 1 | 20% | 21st September |
Assignment 2 | 15% | September 30 |
Assignment 3 | 50% | November 4th |
Assignment 4 | 15% | November 18th |
Due: 21st September
Weighting: 20%
This assignment requires students to prepare a a) poster and b) a research plan that summarises a proposal for a research project for sustainable development.
The emphasis is on an action research approach. The action research component can be complemented by other research approaches.
a) Research Poster
You need to design a poster which summarises the essence and key components of your research project.
The poster will need to be in colour. All lettering must be readable from 1-2 metres away. Minimum font size is 18 point but 24 is recommended.
If you do not want to go through the expense of printing a poster it can be projected and produced in powerpoint or made as a collage on poster cardboard
b) Research plan
This document will present a summary of the research proposal and can use diagrams and figures. The research plan should specify:
a. the focus of the research and how it is relevant to sustainable development;
b. the action research component of the research
c. aims and objectives of the research;
d. the different research stages, including a discussion justifying the research approaches used
e. the methodology and data collection/ analysis tools used;
f. expected outcomes of the research;
g. an issues management table
Due: September 30
Weighting: 15%
This assignment requires the student to present and defend their research proposal as summarised in assignment 1.
Due: November 4th
Weighting: 50%
In this assignment you are expected to submit a complete proposal for an action research project for sustainable development in the format of a funding organisation and to provide a separate literature review to back up your research proposal.
Part A - Literature review:
A research funding proposal usually has a literature review to show that the researcher is aware of what has been done before, and what then is the basis for the new research. It is also designed to have the researcher think about the theory and methodology, and the methods of the research based on past practice.
The literature review focuses on the field of research chosen for the student's project (that is it is not a general review of action research literature).
Twenty percent (20%) of the total marks will be allocated to this literature review. More details are provided through ilearn.
This is an extensive task and it is therefore important that you start reading and making notes in preparation for this Assignment, immediately after the first class.
Part B - Research Proposal:
The proposal must present a complete and improved version of the summary submitted as part of assignment 1.
The proposal must address the funding agencies priorities and needs as well as the unit requirements. These will be specified in ilearn. It is recommended that you study the assessment criteria before submitting this assignment.
There will be an opportunity in the first sessions to discuss the above further.
Due: November 18th
Weighting: 15%
This assignment provides practice in analysing data from a survey - both quantitative and qualitative - and presenting the results in a mini consultant report in a manner that is helpful to a client, and forming recommendations based on the findings. Details of the data will be provided on ilearn and explained in the class session
The unit is taught in in weekly evening sessions of three hours (Wednesday evening).
The three hour sessions will consist of short presentations to introduce a theme or idea; discussion groups on short class assignments based on readings, or activities to develop skills, or understanding of the research design process.
The last 2 sessions require you to bring your computer to work on excel to process data.
The main emphasis of the unit is oriented to assisting you to prepare and submit a research proposal, providing practice in designing research and in applying for funds. Students practice the following skills through the assignments, in class discussions and delivery:
.The unit requires the student to read widely to understand the research process, the role of research for sustainable development, the role of the researcher in the research process, the ethics of research, the ways research is designed, and how it will be evaluated.
Further instructions on assignments and reading are provided through ilearn.
Some key resources include:
Action Research Journal Sage
ALAR: Action Learning and Action Research Journal
Bryman A. 2012 Social research methods Oxford University Press - provides a good overview of social research, methodology and good details on methods.
Greenwood D. & Levin M 1998 Introduction to action research: Social research for social change Sage - These authors take a pragmatic view of action research oriented to organisational change and consultancy in management
Kemmis S. McTaggart R Nixon R. 2014 The Action Research Planner Doing Critical Participatory Action Research Springer - This reference by Australian and Canadian researchers is oriented to action research in education with a particular focus on critical participatory action research. Practical structures are provided and questions to guide the researcher are included. There are several case studies from the education sector.
Stringer E.T 1996 Action research: A handbook for practitioners Thousand Oaks Sage - This Australian author draws on experience in community action research and education
Wadsworth Y 2011 Do it yourself social research (3rd ed) Allen and Unwin - This reference provides a practical guide to planning and managing a community based action research project, written in an accessible form.
Wadsworth Y. 2010 Building in Research and Evaluation Human Inquiry for living systems Allen and Unwin - This reference builds on the above and provides a deeper theory of how we can inquire. A valuable series of research questions and case studies from the human health services field are included
Date |
Topic |
Background Reading |
Session 1. 29th July |
Lectures in Room E8A 386 Introduction to course Role of research in sustainable development Sustainability Science - interactions between global, social, and human systems Social research role in SD Introduction to Research paradigms Brief on Assessment tasks |
McLoughlin & Young The Role of Social Research in Effective Social Change Programs DECC Guide to using research in sustainability programs Bryman, A. Ch1 and 2 |
Session 2 August 5th |
Introduction to 'What is action research' Practice in a research method - constant comparison |
Reason and Bradbury Ch 1 Kemmis McTaggart Nixon 2014 The Action Research Planner Doing Critical Participatory Action Research Ch. 1 |
Session 3 August 12 |
Why action research for sustainable development? What is and what is not action research? |
Case studies to be advised Will Allen - role of action research in environmental management http://learningforsustainability.net/research/thesis/thesis_ch3.html |
Session 4 August 19 |
Examples of Action Research for sustainable development Case studies of AR Design Elements of action research |
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Session 5 August 26th |
Defining the elements of an action research project Models of action research Discussion of project concepts |
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Session 6 September 2nd |
Designing action research Facilitating processes / role of researcher Role of literature review Ethics and Issues management |
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September 9th |
Research Design and Strategy Data collection and analysis |
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14-27 Sept |
BREAK |
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September 30th |
Presentations of posters and defence of research proposals (Assignment 2) Responding to Funding requirements and proposal development |
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October 7th |
Designing measures for AR project outcomes Evaluating action research Limitations of AR |
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October 14th
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Other Research Methodology Case Study Phenomenography
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October 21
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Social science methods Quantitative design and methods Qualitative design and methods
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28th October |
Social research skills Managing data and reporting from a case study Analysis of a survey questionnaire Writing Survey Questionnaires Presenting and communicating findings
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Richard Horsfield Bring your lap top
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November 4th |
Social research skills Managing data and reporting Working with quantitative and qualitative data sets Interpreting data Communicating findings |
Richard Horsfield Bring your lap top |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
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Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by: