Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Research Preparation: Methods of Research

• Unit Code

  RES6101

• Year

  2016

• Enrolment Period

  1

• Version

  1

• Credit Points

  20

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

This unit is designed for students without prior training in research methods in the social sciences. It is assumed that students have not yet begun the design of a postgraduate research study (Honours, Master or PhD) or are at an early stage in the design of that study. For this reason the unit addresses both quantitative and qualitative research methods, recognising that most postgraduate students will choose one or other of these paradigms to frame their inquiries. The unit will provide the foundations and address the fundamental issues in social science research. It cannot encompass every possible research method. Students will be expected to build on these foundations when adopting a particular method for their research study. Students will be expected to develop basic level skills in applications of statistics in the social sciences. It is assumed that students have basic computational skills. Notwithstanding the limitations described above, the unit will require a sophisticated understanding of the basic concepts and issues and students will be expected to contribute at a postgraduate standard of competence.

Equivalent Rule

Unit was previously coded RES5101

Learning Outcomes

On completion of this unit students should be able to:

1. Apply simple data analysis processes to quantitative and qualitative data.
2. Appreciate the methods components of a research proposal.
3. Critique published research reports.
4. Differentiate the methods of qualitative and quantitative research.
5. Write academically, both in style and context.

Unit Content

1. Applications of interpretative research methods.
2. Current issues of methodology in the social sciences.
3. Data collection and analysis processes and practices in the social sciences.
4. Paradigms of research.
5. Principles of interpretative research methods.
6. The canons of the natural sciences and their application to the social sciences.
7. The design of quantitative research studies.
8. The emergence of the social sciences from the natural sciences.
9. The principles of quantitative research methods in the social sciences.

Additional Learning Experience Information

Seminar

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Text References

• ^ Bell, J. (2005). Doing your research project: A guide for first time researchers in education, health and social science. (4th ed.). Berkshire, United Kingdom: Open University Press.
• Mackenzie, A. (1995). Learning from experience in the community: An ethnographic study of district nurse students. In H. Streubert & D Carpenter (Eds.), Qualitative research in nursing. Philadelphia, PA: Lippincott.
• Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard Educational View, 62 (3), 279-300.
• Leder. (Eds.). Handbook of qualitative research. London, United Kingdom: Sage.
• Kuhn, T. (1970), The structure of scientific revolutions (2nd ed.). Chicago, IL: University of Chicago Press.
• Johnson, R.B., & Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
• Harry, B., Sturges, K., & Klinger, J. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational Researcher, 34(2), 3-13.
• Geertz, C. (1973). The interpretation of cultures: Selected essays. New York, NY: Basic Books.
• Denzin, N., & Lincoln, Y. (Eds.). (2000). Handbook of qualitative research (2nd Ed.). London, United Kingdom: Sage.
• Coakes, S., & Steed, L. (1996). SPSS for windows: Analysis without anguish. Brisbane, Australia: John Wiley & Sons.
• Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22 (1), 5-18.
• Bruner, J. (1990). Acts of meaning. Cambridge: Harvard University Press.
• American Psychological Association. (2010). Publication manual of the American Psychological Association. (6th ed.). Washington, DC.: Author.
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago, IL: Aldine.
• Willis, P. (1977). Learning to labor. Westmead, United Kingdom: Saxon House.
• Strauss, A., & Corbin, J. (1994). Grounded theory methodology. In N. K. Denzin & G. C. Leder (Eds.). Handbook of qualitative research. London, United Kingdom: Sage.

^ Mandatory reference

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