Outline

Overview

The aims of this unit of study are to develop an understanding of music education research processes, and to identify research methods suitable for individual students' research topics. It examines a range of music education research paradigms which can broadly be categorised as qualitative and quantitative and introduces students to related research procedures. Readings and seminar activities are designed to facilitate students' critical analysis of research in terms of the relevant research methodologies. Students will also develop strategies for locating and reviewing literature pertaining to their fields of research interest. As an outcome of this unit, students will submit a preliminary literature review and preliminary research proposal.

Unit details and rules

Academic unit	Music Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jennifer Rowley, jennifer.rowley@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Portfolio or journal	Reading assignment Multiple Written tasks, some in-class & some submitted in Canvas	30%	Multiple weeks	-	AI allowed
Outcomes assessed:
Contribution	Participation Participation	10%	Multiple weeks	-	AI allowed
Outcomes assessed:
Out-of-class quiz	Early Feedback Task - Quiz Engagement/participation quiz	0%	Week 03 Due date: 13 Mar 2026 at 23:59	N/A	AI allowed
Outcomes assessed:
Research analysis	Literature review Written task due week 10	45%	Week 10 Due date: 05 May 2026 at 23:59	-	AI allowed
Outcomes assessed:
Q&A following presentation, submission or placement	Q&A on literature review 5 mins Q&A in week 13 at end of presentation	5%	Week 13	5 mins	AI prohibited
Outcomes assessed:
Written work	Preliminary proposal Written task	10%	Week 13 Due date: 25 May 2026 at 23:59	-	AI allowed
Outcomes assessed:
= hurdle task ? = early feedback task ?

Assessment summary

Reading assignment: This assignment is made up of two parts; a bibliography of 8-10 publications on your developing research topic; and annotations relating to 5 publications in your bibliography. Some tasks will be in class and some will be submitted outside of class time in Canvas
Literature review: Compile a set of at least 20 publications relating to your chosen research topic, including at least six research publications. Reference should be made to journal articles, books and, if appropriate, quality Internet resources. Write a review of the compiled publications. Your review of the literature should include both a description and critical discussion of content and research methods. This might include, in the case of research literature, discussion of the purpose and type of research, methodology, analysis of data, findings and contribution of the literature to the field. A short Q&A will be conducted in class related to your review.
Preliminary proposal: Students will submit a list of several precisely formulated research questions, with a summary of the research procedure proposed to address these. Key methodological issues to address might be: Topic; Research questions; Paradigm; Research design; Sample (participants) / Sampling procedures; Data collection methods; Proposed research timeline.
Seminar participation: Students’ attendance and their participation in seminar activities will be assessed. In preparation
for each seminar, students need to summarise the issues raised in the readings related to the weekly topic and be prepared with written points to discuss that summary in the seminar. Preparation for and response to the two scheduled consultations will be included in this portion of the assessment.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The following assessment criteria are used for written work in this unit of study:

Result name	Mark range	Description
High distinction	85 - 100	Demonstrates high level of initiative in research and reading; sophisticated critical analysis of evidence; high level engagement with theoretical issues, innovative use of reading/research material and impressive command of underlying debates and assumptions; properly documented and written with style, originality and precision.
Distinction	75 - 84	Demonstrates initiative in research and wide, appropriate reading; complex understanding of question and ability to critically review material in relation to underlying assumptions and values; analyses material in relation to empirical and theoretical contexts; properly documented; clear, well-developed structure and argument with some signs of literary style.
Credit	65 - 74	Evidence of broader understanding than pass level; offers synthesis with some critical evaluation of material; coherent argument using a range of relevant evidence; some evidence of independent thought, good referencing. A high credit (70-74) shows some evidence of ability to problematise and think conceptually.
Pass	50 - 64	Written work meets basic requirements in terms of reading/research; relevant material; tendency to descriptive summary rather than critical argument; makes a reasonable attempt to avoid paraphrasing; reasonably coherent structure; often has weaknesses in particular areas, especially in terms of narrow or underdeveloped treatment of question; acceptable documentation.
Fail	0 - 49	Work may fail for any or all of the following reasons: Unacceptable paraphrasing; irrelevance of content; poor spelling; poor presentation; grammar or structure so sloppy it cannot be understood; failure to demonstrate understanding of content; insufficient or overlong word length.

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	Course introduction & review of BOOTCAMP in week O Course outline, assessments, schedule, research methods in music education	Workshop (2 hr)
Week 02	Research paradigms and ethnography. Field work and observation	Workshop (2 hr)
Week 03	Library session and an introduction to literature searches throughout various databases	Workshop (2 hr)
Week 04	Ethnography: interviews and focus groups	Workshop (2 hr)
Week 05	The key scholars in your field of research	Workshop (2 hr)
Week 06	Reading week	Self-directed learning (2 hr)
Week 07	Qualitative data analysis: Preparing interview protocols and surveys	Workshop (2 hr)
Week 08	Qualitative data analysis: Case studies and Action research	Workshop (2 hr)
Week 09	Reading week to bring together the literature review within the proposal dynamic	Self-directed learning (2 hr)
Week 11	Evaluating quantitative and qualitative research	Workshop (2 hr)
Week 12	Understanding the research proposal: An Overview	Workshop (2 hr)
Week 13	Presentations of research plans in progress	Workshop (2 hr)

Attendance and class requirements

Lecture recording: Lectures for this unit of study are not recorded due to one-to one tuition
Attendance: Students are expected to attend a minimum of 90% of timetabled activities for a unit of study, unless granted exemption by the Dean, Head of School or professor most concerned. The Dean, Head of School or professor most concerned may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 90%.

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.

Required readings

All readings for this unit can be accessed through the Library's reading list system Leganto, available on Canvas.

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.

Outcomes
Graduate qualities

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

LO1. understand a variety of research methods, concepts and research designs relevant to music education research
LO2. critically review literature and develop a literature review appropriate for their proposed research study
LO3. design research questions addressing a project of their choosing and create a preliminary plan with which to investigate these questions.

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

Responding to student feedback

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

The due date for the Literature Review assignment has been brought forward, out of the students' practical teaching block.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

MUED3629: Honours: Research in Music Education 1

Semester 1, 2026 [Normal day] - 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

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links