Social Work Research in Practice Setting

Social Work Research in Practice Setting

As a part of this assignment, a research proposal of 4500 words should be written. I have already sent the topic guide. I can provide the powerpoint slides of lecture. It should be written in this format:

Assessment is comprised of the following: Research Proposal (100%)
Guidance:
Please complete a research proposal using the headings below. The word limit is intended as a guide.
Title of the research.
Introduction (300 words):
What is the problem?
What is the research question?
A brief literature review (1700 words):
Overview of existing research findings – themes, issues including your argument.
Discussion of the proposed study in relation to the existing literature
Precise focus (100 words)
Aims and objectives of the research
Precise research question/hypotheses
Expected outcomes
Research design (2000 words):
Overall research approach including epistemology, methodology, methods
-Data collection methods/instruments
-Population and sampling method(s)
-Data analysis method(s)
6. Ethics (200 words)
Key ethical considerations and how these will be addressed
Participant information sheet
Informed consent form
7 Project plan (200 words):
Resources
Timescales
Support
Dissemination

FAQs about the research proposal assignment
SOAD9206 S2, 2015

Does my research question have to be the same as my title of the project?
No. The research question needs to be worded in a coherent manner and be very specific. The title can be more broad, eg about the area for the proposed research.

How many references do I need?
References will differ however you need to think about how many references are in journal articles you have read. You will need a lot of references in your literature review but you will also need references for other sections such as the methodology and ethics sections, for example.

What is the purpose of the literature review?
See the lecture on literature reviewing (week 3) and advanced literature reviewing (week 10).

What is the word count?
• For internal students, 4500 words
• For distance students, 3500 words

What about the Participant Information Sheet and Consent Form?
Use the templates under week 5 on FLO and fill them out for your proposed project. Attach these to the end of the main document as appendices.

Do I need to include a theoretical perspective/ epistemology?
Yes. See lecture on FLO, week 4.

Does the research have to be about social work?
No, it just needs to be social research, ie, about humans.

How do I get good marks?
• Evidence of critical thinking
• strong argument/s, clearly supported through citation of relevant literature
• A clear structure, expression and referencing
• A logical flow from epistemology to research question to methods, ethical considerations to dissemination
• Evidence of a clearly thought out and executed research proposal
• Evidence of a sophisticated grasp of research theory and methods

School of Social and Policy Studies
TOPIC GUIDE
Social Work Research in Practice
Settings
SOAD 9206
TOPIC GUIDE
Topic Coordinator: Dr Priscilla Dunk-West
Semester 2, 2015
Faculty of Social and Behavioural Sciences
http://www.flinders.edu.au/sabs/ssps/
?
#thinking
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Contents
Table of Contents
Contents ……………………………………………………………………………………………………………….2
Introduction……………………………………………………………………………………………………………3
Topic coordinator details: ………………………………………………………………………………………… 3
Details regarding contact time………………………………………………………………………………….. 3
Expectations of students ……………………………………………………………………………………… 3
Lecture ………………………………………………………………………………………………………………3
Consultation statement …………………………………………………………………………………………… 3
Topic / Educational Aims…………………………………………………………………………………………. 4
Expected Learning Outcomes …………………………………………………………………………………. 4
Graduate Qualities ………………………………………………………………………………………………….4
Timetable………………………………………………………………………………………………………………5
Requirements to complete topic……………………………………………………………………………….. 9
Assessment guidelines / details / expectations……………………………………………………………. 9
Academic integrity………………………………………………………………………………………………….. 9
Assessment is comprised of the following: ……………………………………………………………….. 11
Marking Sheet……………………………………………………………………………………………………… 12
Assignment Presentation and Submission…………………………………………………………. 14
Referencing……………………………………………………………………………………………………….. 14
Extensions…………………………………………………………………………………………………………. 14
Topic readings …………………………………………………………………………………………………….. 15
Essential reading: ………………………………………………………………………………………………… 15
Recommended readings: ………………………………………………………………………………………. 15
FLO……………………………………………………………………………………………………………………. 19
SAMs …………………………………………………………………………………………………………………. 20
STATEMENT OF ASSESSMENT METHODS – 2015…………………………………………………. 20
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Introduction
Topic description
Welcome to SOAD 9206 Social Work Research in Practice Settings. In this topic you will be
encouraged to think about the world around you in relation to research. This topic will enable
social work students to develop a curiosity about research and understand how empirical
work is relevant—and crucial— to social work. In addition to this, students will be introduced
to the underlying principles and applications of social research in relation to social work
practice and theory. This involves equipping students to understand social research
methodologies and methods, ethics, data analysis, dissemination so that research-based
practice can be understood and critiqued as appropriate.
Topic coordinator details:
Name: Dr Priscilla Dunk-West
Room number: IST237
Telephone number: 8201 5288
Email: priscilla.dunkwest@flinders.edu.au
Details regarding contact time
Expectations of students
Lecture
Room number: 242 Social Sciences North
Time: Fridays 1pm-3pm
Lectures will be recorded each week and put on FLO.
The weekly sessions will include a variety of teaching methods: formal lectures, small group
tasks and discussions and problem-based discussions will be used.
Consultation statement
Dr Priscilla Dunk-West is available for student consultations in room IST237 on a drop-in
basis Fridays 11am-12pm during teaching times.
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Topic / Educational Aims
The educational aims of this Topic are:
• Introduce students to the concept of social work research within a practice context,
and the relevance of research skills in their professional setting
• Differentiate between research paradigms, methodologies and approaches
• Develop skills to critique research undertaken by colleagues and/or presented in the
literature
• Develop students’ writing skills
• Enable students to undertake a capstone piece of research relevant to social work
practice.
Expected Learning Outcomes
On successful completion of the topic, students will be able to:
• Understand the distinct nature of social work research
• Understand the different research methodologies available for researching social
questions
• Develop the ability to choose appropriate methodologies for different situations
• Develop skills to tender research funding opportunities
• Display the ability to undertake a capstone piece of research in accordance with
stated guidelines.
Graduate Qualities
The topic supports the development of the following qualities in students: (taken from
Flinders University Graduate Qualities):
• who are knowledgeable
• who can apply their knowledge
• who communicate effectively
• who can work independently
• who are collaborative
• who value ethical behaviour
• who connect across boundaries.
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Timetable
DATE LECTURE
TOPIC WORKSHOP
Week 1
31.7.15
Introduction to
Social Work
Research in
Practice
Settings
including the
assessment
for this topic.
What is
research and
how do we
know what we
know?
1. Form small ‘interest’ groups of around 5 people and select one
research area you are all interested in
2. Identify one specific area of research
3. Identify 1 research topic and
-develop one research question/ hypothesis
-discuss why it is important to research
-discuss what might be the most appropriate paradigm
(qualitative, quantitative or mixed) to use for each chosen topic
4. Examine how the research could be conducted
Week 2
7.8.15
The Research
Question
Developing research questions
**choose a journal article and bring it to class next week**
Week 3
14.8.15
Reviewing the
Literature
Bring a journal article to class. Scan the article and:
-provide a short summary of the main argument made in the
article
-name three things which make this a good article
-discuss how this article/ research could be critiqued. Come up
with as many limitations to the study as you can.
Week 4
21.8.15
Aims and
Objectives:
Refining
Research
Questions
Imagine you are interested in researching in the area of alcohol
consumption. Referring to your notes, choose one of the 4
theoretical perspectives (below) and design some research
around this topic:
• Positivist approach
• Critical approach
• Interpretive approach
• Postmodern approach
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Week 5
28.8.15
Lecture online
(for internal
students)
Ethics in
Research
Select one of the scenarios below and discuss the ethical issues
that need to be taken into consideration in relation to the
research.
SCENARIO ONE
The local youth centre is carrying out research on:
The impact drug use has on the mental health of young
people aged 16 – 25.
They intend to do conduct 100 questionnaires with young people
and from these questionnaires select 20 respondents that have
been affected by these issues and conduct an in depth interview.
The questionnaires will be given to people attending the youth
centre, local shopping centre, youth hostels, local colleges, and
night clubs.
The research will be conducted by the youth workers that work in
the centre and a few selected young people that use the centre.
What ethical issues do the group need to consider and why?
SCENARIO TWO
Tom is a student at the University and wants to carry out some
research on
Are older people neglected in care homes in Adelaide?
He has 9 months to conduct and complete this research and
intends to use the following methods to carry out this research
• Conduct interviews with people that are living in the 4 care
homes in Adelaide. He anticipates that he will conduct at
least 40 interviews (10 interviews at each care home)
• Conduct 4 focus groups with staff in each of the care
homes in Adelaide
What ethical issues will he need to consider and why?
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Week 6
4.9.15
Introduction to
Methods via
Film: Kinsey
Consider the questions below about qualitative and quantitative
research
• How did the film inform your ethical understandings about
qualitative and quantitative data collection?
• What did the film teach you about the politics of what we
research? For example, why is it important to take
account of historical perspectives about sexuality, and
issues of power and abuse?
• How does this film impact upon your own research
proposal?
Week 7
11.9.15
Methodologies
and Methods:
Quantitative
Approaches in
Social Work
Research
Choose a quantitative method and design some research using
the method. Think about its usefulness for social work practice.
Week 8
18.8.15
Data Analysis
and Findings
For your chosen research proposal topic, think about how you
might approach the data analysis and findings. How are these
relevant to social work? If you would prefer, choose another type
of research to think through data analysis and findings.
21.9.15-
4.10.15
MIDSEMESTER

BREAK
Week 9
9.10.15
Evidence and
Research
Based Social
Work Practice
and Program
Evaluation
In small groups, identify a social work approach. Now think about
any ‘gaps’ in your knowledge when thinking about the ‘evidence’
base. What, if anything, can be done to fill this gap? Think about
kinds of research, methods and how the findings might be used to
improve social work practice.
OR Chose a social work service and think about how you would
evaluate it.
Week 10
16.10.15
Advanced
literature
reviewing:
developing an
argument
Find 5 articles on a chosen topic. As a group, discuss what is
currently known about the topic. What are the gaps? How can you
use what is already known to make an argument? Outline your
argument.
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Week 11
23.10.15
Research
Dissemination
Imagine you have conducted research and would like to make
people aware of your findings. Outline, in particular, novel
approaches for publicising research for:
Clients; social workers; academics; the general public
Week 12
30.10.15
Social Work
Research In
Practice
Q and A for the assignment
Due date for the assignment: Friday 6 November 2015 (worth 100% for internal students
and 80% for external students)
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Requirements to complete topic
Student workload / topic requirements:
It is important that assignments are submitted by the due dates. Extensions will only be
granted on medical or compassionate grounds. While students should not hesitate to
approach the Topic Coordinator or Workshop Facilitator about an extension if medical or
compassionate grounds exist, all students are expected to meet assignment deadlines to
enable effective grading and feedback regarding assignments.
For an extension beyond the Faculty deadline, the request must be submitted to the Faculty
Office, on the University form headed ‘Application for a special examination or extension on
medical or compassionate grounds’. The request should be submitted directly to the Faculty
Office after consulting with the Topic Coordinator or Workshop Facilitator.
Assessment guidelines / details / expectations
Academic integrity
The University regards academic dishonesty as a very serious matter and imposes strict
penalties on students who are found to be guilty of an offence under the terms of University
policy in this area. The University’s policies and procedures website on academic integrity
states the following:
“All students and staff have an obligation to understand and respect the rules and practice of
academic integrity. It is therefore expected that students and staff will adhere to high
standards of academic integrity. The University will provide resources to assist students and
staff to be aware of their responsibilities. It is expected that academic staff will provide
appropriate guidance, support and feedback to assist students to become familiar with the
normal academic conventions relevant to their discipline. Academic integrity means that all
work which is presented is produced by the student alone, with all sources and collaboration
fully acknowledged. Any failure to meet the requirements of academic integrity in any form of
academic work will be regarded as a breach of the requirements of academic integrity and,
depending on the circumstances and the nature of the breach, consequences including
penalties may be expected to follow. Breaches of academic integrity may include plagiarism,
collusion, fabrication, falsification, double submission of work and misconduct in
examinations.”
It is the obligation of all students to understand and respect the principles that
underpin academic integrity and to avoid practices that involve academic dishonesty.
10 | Page
Further information for students about academic integrity can be accessed at
http://www.flinders.edu.au/aims/. Students also are encouraged to look at the link to
“Academic Integrity at Flinders” in their topic listings on FLO (Flinders Learning Online).
11 | Page
Assessment is comprised of the following:
Research Proposal (100%)
Due date: Friday 6 November 2015
Length: 4500 words
Worth: 100% of final grade
Guidance:
Please complete a research proposal using the headings below. The word limit is
intended as a guide.
1. Title of the research.
2. Introduction (300 words):
What is the problem?
What is the research question?
3. A brief literature review (1700 words):
Overview of existing research findings – themes, issues including
your argument.
Discussion of the proposed study in relation to the existing literature
4. Precise focus (100 words)
Aims and objectives of the research
Precise research question/hypotheses
Expected outcomes
5. Research design (2000 words):
Overall research approach including epistemology, methodology,
methods
-Data collection methods/instruments
-Population and sampling method(s)
-Data analysis method(s)
6. Ethics (200 words)
Key ethical considerations and how these will be addressed
Participant information sheet
Informed consent form
7 Project plan (200 words):
Resources
Timescales
Support
Dissemination
12 | Page
Marking Sheet
Student Name: Assessor: Priscilla Dunk-West
Ability to draw from material covered in this
topic and translate to the research proposal,
including choice of research method/s,
research design, ethical considerations and
a clearly articulated research question.
Appropriate literature is synthesised and
arguments are clear and flow through to
decisions about research design.
Overall Comments
Mark: /100
Grade:
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Explanation of Grades
85–100 High Distinction D
75–84 Distinction DN
65–74 Credit CR
50–64 Pass P
0–49 Fail F
High Distinction (HD)—The grade will be awarded where there is evidence that a student has undertaken the required core
work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated the
acquisition of an advanced level of knowledge/ understanding/ competencies/ skills required for meeting topic objectives and
passing the range of topic elements at the highest level. The student would normally have attained an in-depth knowledge of
matter contained in set texts or reading materials and undertaken extensive wider reading beyond that which is required or
expected. The student would have consistently demonstrated a high level of proficiency at applying a range of major
academic debates, approaches, methodologies and conceptual tools and combining a knowledge of the subject matter of the
topic with original and creative thinking. The grade will be awarded in recognition of the highest level of academic
achievement expected of a student at a given topic level. A score in the range of 85–100 will be awarded.
Distinction (DN)—The grade will be awarded where there is evidence that a student has undertaken all of the required core
work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated
advanced knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment
exercises at a high standard. The student would normally have attained an advanced knowledge of matter beyond that
contained in set texts or reading materials and have done considerable wider reading, and have demonstrated a broad
familiarity with and facility at applying a range of major academic debates, approaches, methodologies and conceptual tools.
The grade should reflect very high quality work which shows the student generally works at a level which is beyond the
requirements of the assessment exercise and is developing a capacity for original and creative thinking. A score in the range
of 75–84 will be awarded.
Credit (CR)—The grade will be awarded where there is evidence that a student has undertaken all of the required core work
for the topic and additional work in wider areas relevant to the topic, and has demonstrated a sound level of
knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at
a proficient standard. The student would normally have attained a sound knowledge of matter contained in set texts or
reading materials and have done wider reading, and demonstrated familiarity with and the ability to apply a range of major
academic debates, approaches, methodologies and conceptual tools. Students should have a reasonable opportunity of
reaching this grade provided they have completed all course requirements, demonstrated proficiency in the full range of
course objectives and shown considerable evidence of a sound capacity to work with the range of relevant subject matter. A
score in the range of 65–74 will be awarded.
Pass (P)—The grade will be awarded where there is evidence that a student has undertaken the required core work for the
topic and has demonstrated at least an adequate level of knowledge/understanding/ competencies/skills required for meeting
topic objectives and satisfactorily completing essential assessment exercises. The student would normally have attained an
adequate knowledge of matter contained in set texts or reading materials, and demonstrated familiarity with major academic
debates, approaches, methodologies and conceptual tools. A score in the range of 50–64 will be awarded. Pass is the highest
grade which can be achieved in a supplementary assessment granted on academic grounds.
14 | Page
Fail (F)—The grade will be awarded if a student is unable to demonstrate satisfactory academic performance in a topic or
has failed to complete essential topic elements or required assessment tasks at an acceptable level, in accordance with topic
objectives. A score in the range of 0–49 will be awarded.
Assignment Presentation and Submission
It is essential that your written assignments be presented in a neat, organised, legible
format. Unless otherwise arranged with the topic coordinator, assignments are to be typed.
All assignments should be submitted through FLO.
Referencing
Note that any key ideas that are not your own should be referenced, and wording taken
exactly from sources must be identified and cited as quotes. Please refer to the university’s
policy on Academic Integrity and the FLO site about academic integrity
http://flo.flinders.edu.au/course/view.php?id=104
While there are various referencing systems, the most common and recommended one is
the Harvard or Author-date System.
Extensions
It is important that assignments are submitted by the due dates. Extensions will only be
granted on medical or compassionate grounds. While students should not hesitate to
approach the Topic Coordinator or Workshop Facilitator about an extension if medical or
compassionate grounds exist, all students are expected to meet assignment deadlines to
enable effective grading and feedback regarding assignments.
For an extension beyond the Faculty deadline, the request must be submitted to the Faculty
Office, on the University form headed ‘Application for a special examination or extension on
medical or compassionate grounds’. The request should be submitted directly to the Faculty
Office after consulting with the Topic Coordinator or Workshop Facilitator.
15 | Page
Topic readings
Essential reading:
Alston, M. & Bowles, W. (2012) 3rd edn, Research for Social Workers: An Introduction to
Methods, Allen & Unwin: Sydney.
The textbook is available in the Flinders University Library, at UniBooks and through book
retailers.
Recommended readings:
Crotty, M. (2007) The Foundations of Social Research: Meaning and Perspective in the
Research Process, London, Sage.
D’Cruz, H. & Jones, M. (2006) Social Work Research: Ethical and Political Contexts, Sage:
London.
Darlington, Y. and Scott, C. (2002) Qualitative Research in Practice. London: Open
University Press
Davies, C. A. (2008) Reflexive Ethnography: A Guide to Researching Selves and Others,
Abingdon, Routledge.
De vaus, D. (2006) Research Design in Social Research. London: Sage
De vaus, D. (2004) Surveys in Social Research, London, Routledge.
Denscombe, M. (1998) The Good Research Guide for Small-scale Research. Buckingham:
Open University Press
Denzin, N. K. (1978) Sociological Methods: A Sourcebook, New York, McGraw Hill.
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Dey, I. (1993) Qualitative Data Analysis: A user friendly guide for social scientists. London:
Routledge
Dyson, S. & Brown, B. (2006) Social Theory and Applied Health Research, Berkshire, Open
University Press.
Fetterman, D. M. (2010) (3rd edn) Ethnography, London, Sage.
Gilbert, N. (2008) Researching Social Life, London, Sage.
Girden, E. R. (2001) Evaluating Research Articles, London, Sage.
Gomm, R. & Davies, C. (2000) Using Evidence in Health and Social Care, London, Open
University/Sage.
Hardy, M. & Bryman, A. (eds) (2010) Handbook of Data Analysis, Sage, London.
Hart, E. and Bond, M. (1995) Action Research for Health and Social Care. Buckingham:
Open University
Harvey, l. (1990) Critical Social Research. London: Unwin Hyman
Henn, M., Weinstein, M. & Foard, N. (2009) (2nd edn) A Critical Introduction to Social
Research, Sage, London.
Hood, S., Mayall, B. and Oliver, S. (eds.) (1998) Critical Issues in Social Research: Power
and Prejudice. Buckingham: Open University Press
Humphries, B. (2008) Social Work Research for Social Justice. Basingstoke: Palgrave
Macmillan
17 | Page
Humphries, B. (ed.) (2000) Research in Social Care & Social Welfare. London: Jessica
Kingsley
Israel, M and Hay, I (2006) Research Ethics for Social Services. Sage: London.
Kane, E. & O’Reilly-de Brun, M. (2001) Doing Your Own Research. London: Marion Boyars
Letherby, G. (2003) Feminist Research in Theory and Practice, Buckingham, Open
University Press.
Liamputtong, P. and Ezzy, D. (2006) Qualitative Research Methods. Oxford: Oxford
University Press
Locke, L., Silverman, S., & Spirduso, W. (2004) Reading and Understanding Research. (2nd
ed) London, Sage
May, T. (2001) Social Research: Issues, Methods and Process (3rd Edition) Buckingham,
Open University.
McLaughlin, H. (2007) Understanding Social Work Research. Sage: London.
Montcalm, D. and Royse, D. (2000) Data Analysis for Social Workers. London: Allyn and
Bacon
Neuman, W. (2007) Basics of Social Research. Boston: Pearson
Payne, G. and Payne, J. (2005) Key Concepts in Social Research. London: Sage
Phelan, P. & Reynolds, P. (1996) Argument and Evidence: Critical analysis for social
sciences. London: Routledge
Punch, K. (2000) Developing Effective Research Proposals. London: Sage
Ramazanoglu, C. and Holland, J. (2003) Feminist Research: Challenges and choices.
London: Sage
Sarantakos, S. (2013) Social Research (4th edn), Palgrave Macmillan, Basingstoke
Silverman, D. (1985) Qualitative Methodology and Sociology, Farnborough, Gower.
Silverman, D. (2001) Interpreting Qualitative Data. London: Sage
18 | Page
Silverman, D. (2007) A Very Short, Fairly Interesting and Reasonably Cheap Book About
Qualitative Research, London, Sage.
Steinberg, D. (2004) The Social Work Student’s Research Handbook. London: Haworth
Strauss, A. & Corbin, J. (1990) Basics of Qualitative Research, London, Sage.
Strauss, A. and Corbin, J. (eds.)(1990) Grounded Theory in Practice. London: Sage
Stringer, E. (1999) Action Research. London: Sage
Van Manen, M. (2001) Researching Lived Experience: Human Science for an Action
Sensitive Pedagogy, Ontario, The Althouse Press.
Walliman, N. (2001) Your Research Project. London: Sage
Woods, P. (1999) Successful Writing for the Qualitative Researcher. London: Routledge
19 | Page
FLO
There is a website for this topic on FLO (Flinders Learning Online). All students enrolled in
the topic will have access to this web material. The FLO site will include:
• The Topic Guide and Statement of Assessment Methods
• Periodic messages related to the topic
• Lecture notes and handouts
• Video recordings of lectures
• Workshop/ tutorial activities
This topic has been designed to work with students in a “face-to-face” format. Therefore, the
web-based information is intended primarily as support material (e.g. for occasions when a
student misses a class or loses lecture notes), not as the primary method for taking the
topic.
20 | Page
SAMs
Flinders University
STATEMENT OF ASSESSMENT METHODS – 2015
Students’ attention is drawn to the Student Related Policies and Procedures (available at:
http://www.flinders.edu.au/ppmanual/student/student_home.cfm), which outlines the
University’s Assessment Policy.
Topic number and title: SOAD 9206 internal mode
Units: 4.5
Date on which this statement was provided to students: via FLO 27.7.2015
Duration of topic: one semester
School(s) responsible for topic: School of Social and Policy Studies
Topic Coordinator: Dr Priscilla Dunk-West
Telephone number of Topic Coordinator: 82015288
Expected student workload* (http://www.flinders.edu.au/ppmanual/student/assessmentpolicy.cfm#appendixb):
number of hours per week or in total (specify).
* Indicative only of the estimated minimum time commitment necessary to achieve an average grade in the topic.
Expected student workload should be based on the standard student workload of approximately 30 hours of
student time commitment per unit.
Details of assessable work in the topic. (Optional forms of assessment, where permitted, are also
detailed):
Format of each form of assessable work Proportion
of total
Deadline for
submission*
Penalties to be
applied if deadline
Date work is
expected to
be returned
21 | Page
marks is not met to students
Research Proposal Assignment 100% 6.11.2015 2% per week day
after 6.11.2015
4.12.2015
* Extensions may be granted by a topic coordinator where the following criteria apply:
• the student has made a written request for an extension prior to the due date for the assessment item;
• the student has justified the request on the basis of unforeseen individual circumstances that are reasonably
likely to prevent completion of the assessment by the specified due date.
The criteria for successful completion of the topic (including, where appropriate, the achievement of a
certain minimum level of competence in both the theoretical and practical components of the topic
and details of special requirements concerning particular elements or aspects of the topic such as
attendance/participation requirements, group activity) are as follows:
over/
22 | Page
STATEMENT OF ASSESSMENT METHODS – 2015
Alignment of Assessment with Expected Topic Learning Outcomes
On completion of this topic, students will be expected to
be able to:
Assessment items relating to each
Learning Outcome
LO1: Understand the distinct nature of social work research Assignment 1
LO2: Understand the different research methodologies
available for researching social questions
Assignment 1
LO3: Develop the ability to choose appropriate
methodologies for different situations
Assignment 1
LO4: Develop skills to tender research funding
opportunities
Assignment 1
LO5: Display the ability to undertake a capstone piece of
research in accordance with stated guidelines.
Alignment of Assessment with Graduate Qualities (only include for topics offered in
undergraduate courses)
Flinders University’s Bachelor degree programs aim to
produce graduates who:
Assessment items relating to each
Graduate Quality
GQ1. Are knowledgeable Assignment 1
GQ2. Can apply their knowledge Assignment 1
GQ3. Communicate effectively Assignment 1
GQ4. Can work independently Assignment 1
GQ5. Are collaborative Assignment 1
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GQ6. Value ethical behaviour Assignment 1
GQ7. Connect across boundaries. Assignment 1
Detection of Breaches of Academic Integrity
Staff may use a range of methods (including electronic means) to assist in the detection of breaches
of academic integrity. In addition, the University makes available for staff and student use the
electronic text matching software application – Turnitin.
Will the electronic text matching software application Turnitin be used? No
If Yes, students will receive a written statement describing how the software will be used and be
advised about the Flinders Learning Online Academic Integrity site.
Will scaling procedures be used in determining marks for each piece of work or for determining the
final topic grade? No
Details of scaling procedures:
May assessment exercises be resubmitted after revision for re-marking? Yes
The circumstances under which assessment exercises may be resubmitted, the form this may take
and the maximum mark obtainable are as follows:
A failure mark of between 40-49 may be resubmitted and will be remarked. Maximum grade
achievable after being remarked is a pass grade.
Students who believe that their ability to satisfy the assessment requirements for this topic
has been or will be affected by medical, compassionate or other special circumstances and
who want these circumstances to be taken into consideration in determining the mark for an
assessment exercise may apply to the Topic Coordinator of the topic for special
24 | Page
consideration. The preferred method of application is via FLO extension if prior to the faculty
deadline.
Supplementary assessment for this topic may be approved on the following grounds:
• Medical/Compassionate – a student who is unable to sit or remain for the duration of the original
examination due to medical or compassionate reasons may apply for supplementary assessment.
If illness or special circumstance prevents the student from sitting or remaining for the duration of
the scheduled supplementary examination, or from submitting by the agreed deadline a
supplementary assessment exercise, the student will be either: awarded a result in the topic of
Withdraw, Not Fail (WN); or be offered the opportunity to demonstrate competence through an
alternative mechanism. If illness or special circumstance is demonstrated to persist up to the
commencement of the next academic year, then the student will be awarded a result in the topic of
WN.
• Academic – a student will be granted supplementary assessment if he/she: achieves an overall
result in the topic of between 45 and 49%, (or between 40 and 49% where a student obtains a fail
grade in the last 9 units required for completion of a course) or the equivalent where percentage
marks are not awarded; has completed all required work for the topic; has met all attendance
requirements; and obtains at least a pass level grade in any specific component of assessment
(other than an examination) for the topic where this is explicitly stated to be a formal requirement
for the successful completion of the course or topic. If illness or special circumstance prevents the
student from sitting or remaining for the duration of the scheduled supplementary assessment, the
student will be either: awarded a result in the topic of Withdraw, Not Fail (WN); or be offered the
opportunity to demonstrate competence through an alternative mechanism. If illness or special
circumstance is demonstrated to persist up to the commencement of the next academic year, then
the student will be awarded a result in the topic of WN.
A student with a disability, impairment, or medical condition who seeks reasonable adjustments in the
teaching or assessment methods of a topic on the basis of his/her disability may make a request to a
Disability Advisor as soon as practicable after enrolment in the topic. Any such reasonable
adjustments must be documented in an Access Plan and discussed between the student and the
Topic Coordinator. Any reasonable adjustments must be agreed to by the Topic Coordinator and
must be in accordance with related University policy. A student who is dissatisfied with the response
from the Topic Coordinator or with provisions made for reasonable adjustments to teaching or
assessment methods may appeal in writing to the Faculty Board.
Priscilla Dunk-West
……………………………… 27.7.2015
Signature of Topic Coordinator Date

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