Outline

Overview

This unit is seen as the foundation unit in research methods and it provides an overview of the research process, with a focus on developing skills for critical evaluation of research reports and the design of research projects. Research strategies, sampling and design issues and various methods of data collection and analysis are examined. Students explore both quantitative and qualitative research approaches. The assessment in this unit is developed around students' own research interests and by the end of the unit students will have developed their own research proposal document.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Kathryn Bartimote, kathryn.bartimote@sydney.edu.au
Lecturer(s)	Kathryn Bartimote, kathryn.bartimote@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Exercise 1 First of two 900 word exercises that act as building blocks for the proposal	15%	Week 03 Due date: 18 Aug 2025 at 23:59	900 words	AI allowed
Outcomes assessed:
Written work	Exercise 2 The second of two 900 exercises that act as building blocks for the proposal	15%	Week 07 Due date: 15 Sep 2025 at 23:59	900 words	AI allowed
Outcomes assessed:
Presentation	Presentation & submitted work Research proposal presentation	25%	Week 10 Due date: 13 Oct 2025 at 09:00	1500 word equivalent	AI allowed
Outcomes assessed:
Written work	Final Research Proposal Written research proposal	45%	Week 13 Due date: 03 Nov 2025 at 23:59	2700 words	AI allowed
Outcomes assessed:

Assessment summary

Exercises - building blocks for your research proposal: Students are required to complete three online exercises which involves answering questions about different aspects of research design.
Research proposal presentation: Students are to present and submit an outline of the methdology of their proposed research
Research proposal document: Building on your work in the online exercises and on your presentation to the class, the research proposal is the culmination of your work in this unit. It is designed to engage you in systematically thinking through problems and issues in the design and conduct of social research.

Detailed information for each assessment task can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Assessment rubrics and other details of grading for each assignment are available on Canvas.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Workshop 1: Unit of study overview; What is research?; Research literature; Choosing a research topic; Research questions; Literature review	Workshop (3 hr)
Week 02	Workshop 2: Refining your research topic; Refining your research question/s; Research strategies; More on reviewing literature	Workshop (3 hr)
Week 05	Workshop 3: Alternative strategies for studying your research topic; Sampling; Data collection methods	Workshop (3 hr)
Week 06	Workshop 4: Research ethics; Recruitment; Adapting methods in light of ethical considerations	Workshop (3 hr)
Week 08	Workshop 5: Data analysis methods	Workshop (3 hr)
Week 09	Workshop 6: Theoretical frameworks	Workshop (3 hr)
Week 10	Workshop 7: Student presentations	Workshop (3 hr)
Week 12	Workshop 8: Reflections on the presentations; Developing your final proposal	Workshop (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. develop and write a research proposal; with appropriate rationalisation for the choice of methods
LO2. access and synthesise published research reports; analysing the strengths and weaknesses of different research strategies and approaches to design, data collection and analysis
LO3. develop and specify appropriate, and focused, research questions
LO4. analyse the alignment between research questions and the research methods used to address them
LO5. identify and discuss ethical issues arising in research projects
LO6. analyse and constructively review your own, and others’, research proposals in terms of reliability and validity
LO7. understand and constructively critique qualitative, quantitative, and mixed methods approaches to research.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. 2.5.4. (Lead) Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research-based knowledge and student data. 6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. 6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. 6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.2.4. (Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. 1.5.3. (Highly Accomplished) Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities. 1.5.4. (Lead) Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. 2.1.4. (Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. 5.5.4. (Lead) Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 7.1.2. (Proficient) Meet codes of ethics and conduct established by regulatory authorities, systems and schools. 7.1.3. (Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. 7.1.4. (Lead) Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The number of workshops has been increased to eight (up from five).

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDPK5003: Developing a Research Project

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links