50222 Applied Research Project

UTS: Communication: Social and Political Change
Credit points: 8 cp
Result Type: Grade, no marks

Requisite(s): 50164 Research Methods 1

Handbook description

This subject offers students options for specialising in and/or extending their research skills. Students can use the subject to build on skills and knowledge derived from 50164 Research Methods 1 and/or 50165 Research Methods 2 and other more theoretical subjects. The subject is based on an individual project and is designed to allow students to demonstrate their capacities to produce a professional-level project appropriate to entry to a research-related career, with the necessary supervision and support to develop the level of practice and/or in preparation for an Honours thesis. Students are able to explore different techniques and are expected to read widely as well as undertake appropriate fieldwork. They can explore a range of more specialist research strategies such as ethnography, oral histories, public histories, or in-depth research as project-based learning for part or the whole of the semester. Projects undertaken can also include practical projects of use to community organisations or advocacy groups.

Subject objectives/outcomes

The aims of this subject are to:

build student skills in the synthesis of theory and research methods
facilitate the acquisition of higher order research skills in methodologies offered previously at a more introductory level
provide the opportunity for a small independent research exercise which can serve as a partial preparation for thesis work in an Honours year.

Contribution to graduate profile

This subject is designed to:

have a broad range of theoretical knowledge and practical skills in social inquiry, research and advocacy
be able to research and analyse wider social and public issues as well as apply critical analytical perspectives to daily and personal life
be aware of, and have the knowledge to critically analyse social, political and cultural phenomena across time and space in local, national, regional and global contexts
be sensitive to the multiple dimensions of social difference and inequality especially in terms of race and ethnicity, gender, socioeconomic class, sexuality, disability and age
be able to use communication techniques and strategies effectively to communicate social research to a wide variety of audiences
have both general and specialised skills in the communication of social inquiry and research (e.g. media strategies, new media, electronic media, public communication, media production, etc.)
seek opportunities to use their professional skills in researching, reporting, advocacy and change management to achieve a socially just and equal society
have the knowledge and critical awareness of industries, practices and processes relevant to their professional interests
be committed to ethical behaviour and practice.

Teaching and learning strategies

This is a subject taught by supervision and possible tutorial workshops by request. The main component of the subject is the completion of a research project, which applies the skills learned in other courses and would/is suitable to be used in a professional research setting. UTS Online will be used as a passive site for this subject for this year. Early in their participation in this subject, students will identify their research interests and refine these into a research proposal with strategies to achieve their learning objectives. The subject coordinator is there as consultant on the research, design and practices as well as a resource on academic issues. This project will be approved if it is both methodologically and ethically suitable for student work, by the subject coordinator. Students will work as individuals or can be involved in a joint, group project with supervision from the subject coordinator (or other supervisor as arranged). While students can, and usually do, devise their own projects, the subject coordinator has some possible placement type options, i.e. projects for particular organizations or for application in lobbying or advocacy projects. See below for some suggested subjects.

Content

General Introduction – Research. What is research? Raising questions about theory and methodology; thinking about empirical work; questions of limits and scope in research projects; ethical practice in student research.
Designing Research. Theory and methodology revisited; ontological and epistemological issues; questions about methods and techniques; the literature review.
Objects/Subjects of Research. Theoretical objects; empirical objects/subjects; knowledge and truth.
Subjectivity and Meaning - Observation and Participant Observation. Studying cultures (ethnography), sociology and anthropology, action and meaning.
Interview Studies: Individuals and Groups. Biographical experience; structured to semi and unstructured interviews; group interviews and conversations.
Writing Research.
Historical Research.
Student Presentations.

Assessment

Assessment item 1: Research design

Objective(s):	a, b
Weighting:	20%
Task:	This assignment is designed to outline student expectations and develop the proposal and show an understanding of the demands of the research tasks. To show competence at making appropriate decisions on methodologies which reflect time, skill and other resources and constraints, to show awareness and use of other research and useful readings. This document should develop a detailed proposal and include clearly stated objectives for the project, the expected audience, the background reading done and required to be done, the research framework to be used, expected data collection methods and sources and a timetable/resource plan with details of how the project will be undertaken, where data would be collected, existing data sources and what other research is available in the topic area.
Assessment criteria:	The capacity of students to make realistic, appropriate and academically sound judgements and implement these effectively. Awareness of problems and their management. Clear planning and time management goals.

Assessment item 2: Research diary

Objective(s):	b
Weighting:	20%
Task:	This diary should act as a continuous record and reflection on the processes of research and the problems met and solved. It should include the raw data or summaries, and inform the marker of what analyses were undertaken. Students will be expected to include reflections on their learning outcomes. To make the data collection and analytical processes transparent so the marker can assess their competency and the awareness of the student of any problem s/he may have encountered and how these were solved. It forms a record of the processes, problems of data collection and analysis as well as reading and other inputs to the project, once the first stage is completed. This is in some ways a continuation of the first assignment.
Assessment criteria:	Self awareness Good technical skills in using techniques Making sensible decisions on problems met Evidence of good professional practice and informed analysis.

Assessment item 3: Report

Objective(s):	c
Weighting:	60%
Task:	To write up the results professionally and clearly in ways which recognise the client needs and the data collected. The report should be able to stand alone so it needs to briefly reiterate some of the material in the earlier assignments which are needed to make the final report professional and complete. It must include the following sections: Summary of findings and conclusions and, if appropriate, recommendations The background to the project and its purpose, including any prior related work (literature search), the methodology in summary form (with detailed material in an appendix) and some details of the sources, e.g. the numbers and categories of interviews completed The results in more detail, maybe summarised overall and then by analytical categories so the reader can see why certain conclusions have been reached. This section should also include references to other surveys and readings which are used to interpret the findings Conclusions, a fuller version of the summary in part one, again using other readings and survey results to interpret and speculate, where useful, about the meaning of the research and possible interpretations of the material collected Appendices including other material useful to the reader to understand the material in the main report.
Assessment criteria:	This must include a critical assessment of literature used, clear and comprehensible presentation and evidence of original thought and reflection. The final assignment will need to identify the student's theoretical object as well as their empirical object/subject matter. They will need to show in the way they write up their work that they can integrate theoretical discussion/reflection with empirical evidence. Students need to demonstrate that they are familiar with the major theoretical and methodological debates as well as empirical work in the area researched.

Minimum requirements

Students are expected to read the subject outline to ensure they are familiar with the subject requirements. You are expected to initiate, attend, arrive punctually and actively participate in all scheduled meetings or classes. If you experience difficulties meeting this requirement, please contact your lecturer. Students who have a reason for extended absence (e.g., illness) may be required to complete additional work to ensure they achieve the subject objectives.

Indicative references

Some useful resources:

Alvesson, M. and Sköldberg (2000) Reflexive Methodology: New Vistas for Qualitative Research, London: Sage.

Arksey, H. and P. Knight (1999) Interviewing for Social Scientists, London: Sage.

Babbie, E. (2001) The Practice of Social Research (9th ed.), Belmont, CA, Wadsworth/Thompson Learning..

Banks, A. and S. P. Banks (eds.) (1998) Fiction & Social Research: By Ice or Fire, Walnut Creek, US: AltaMira.

Bell, J. (1993) Doing your Research Project, Buckingham: Open University Press.

Boyatzis, R. E. (1998) Transforming Qualitative Information: Thematic analyses and code development, Thousand Oaks, California: Sage.

Bryman, A. (2004) Social Research Methods Oxford; New York: Oxford University Press

Burgess, R. G. (ed.) (1988) Strategies of Educational Research: Qualitative methods, London: The Falmer Press.

Clark, A. W. (1983) Social Science: Introduction to theory and method, Sydney: Prentice-Hall.

Creswell, J. W. (1998) Qualitative Inquiry and Research Design: Choosing among five traditions, Thousand Oaks, California: Sage.

Creswell, J. W. (2003) Research Design: Qualitative, Quantitative, and Mixed Method Approaches, Thousand Oaks: Sage.

Crow, G. (1997) Comparative Sociology and Social Theory: beyond the three worlds, Basingstoke: Macmillan.

De Vaus, D. A. (1995) Surveys in Social Research, Sydney: Allen & Unwin.

Denzin, N. K. (1997) Interpretive Ethnography: Ethnographic practices for the 21st Century, Thousand Oaks, California: Sage.

Denzin, N. K. and Y. S. Lincoln (1998) The Landscape of Qualitative Research: Theories and issues, Thousand Oaks, California: Sage.

Dorling, D. and S. Simpson (1999) Statistics in Society: The arithmetic of politics, London: Arnold.

Edwards, R. and J. Ribbens (eds.) (1998) Feminist Dilemmas in Qualitative Research: Public knowledge and private lives, London: Sage.

Ellis, C. and M. G. Flaherty (eds.) (1992) Investigating subjectivity: Research on lived experience,Newbury Park, California: Sage.

Fink, A. (2003a) How to ask survey questions, Thousand Oaks, California: Sage.

Fink, A. (2003b) The Survey Handbook, Thousand Oaks, California: Sage.

Flick, U. (1998) An Introduction to Qualitative Research, Sage: London.

Geyer, F. and Scweitzer (eds.) (1981) Alienation: problems of meaning, theory and method, London: RKP.

Gilbert, N. (1993) Researching Social Life, London: Sage.

Gillham, B. (2000) The Research Interview, London: Continuum.

Glaser, B. G. (ed.) Examples of Grounded Theory: A Reader, Mill Valley, US: Sociology Press.

Glesne, C. and A. Peshkin (1999) Becoming Qualitative Researchers, New York: Longman.

Greig A., Frank Lewins, and Kevin White (2003), Inequality in Australia, Cambridge University Press, Cambridge.

Hammersly, M. (1995) The Politics of Social Research, London: Sage.

Hammersly, M. (1999) Social research: Philosophy, politics, and practice, London: Sage.

Hult, C. A. (1996) Researching and Writing in the Social Sciences, Needham Heights, MA: Allyn & Bacon.

Kellehear, A. (1993) The Unobtrusive Researcher: A guide to methods, Sydney: Allen & Unwin.

Kingery, W. D. (ed.) (1996) Learning from Things: method and theory of material culture studies. Washington: Smithsonian.

Neuman, W. L. (2000) Social Research Methods: Qualitative and Quantitative Approaches, Needham Heights, MA: Allyn & Bacon.

Pallant, J. (2001) SPSS Survival Manual, Sydney: Allen & Unwin.

Park, P. e. a. (ed.) (1993) Voices of Change: Participatory Research in the United States and Canada. Toronto: OISE Press.

Punch, K. (2003) Survey Research: The basics, London: Sage.

Punch, K. F. (1998) Introduction to Social Research: Quantitative and qualitative approaches, London: Sage.

Ritchie, D. (1994) Doing Oral History, New York: Macmillan.

Sapsford, R. (1999) Survey Research, London: Sage.

Seale, C. (ed.) (1998) Researching Society and Culture, London: Sage.

Seidman, S. (ed.) (1994) The Postmodern Turn: new perspectives on social theory, Cambridge: CUP.

Silverman, D. (ed.) (1997) Qualitative Research: theory, method and practice, London: Sage.

Walter, M. (2006) Social Research Methods: an Australian Perspective, South Melbourne: Oup.

Willis, E. (1995) The Sociological Quest: an introduction to the study of social life, Sydney: Allen and Unwin.

Some useful databases for searching articles related to this course:

Web of Science, Ingenta, ProQuest 5000 international, Sage Politics and International Relations, Current Content (OVID), Sociofile (Social Services Abstracts + Sociological Abstracts), JSTOR, Blackwell Synergy Online.

For the meanings of Social Scientific Terms/Concepts/Jargons (you may face in your readings) always check: Oxford Reference Online Dictionaries (available on the UTS library databases)

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