Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
NilTeaching organisation
Teaching and learning strategies for this unit will include lectures, computer lab sessions, small group discussions and LEO online activities.Unit rationale, description and aim
Social workers are often required to critique and apply research results and use research and evaluation skills within their work. Social workers undertake literature reviews, collect and analyze data, and present research findings for a wide range of purposes such as grant applications, planning for the improvement in quality and/or delivery of services, needs assessment, cost-benefit analysis, policy analysis and advocacy. It is important for students to learn about the significance and practical application of research skills to everyday professional lives of social workers.
This unit will provide students with theoretical and practical understanding of the research process and an understanding of research as a core component of social work practice. Students will be introduced to research concepts and skills necessary for undertaking research, including critiquing and reviewing literature, designing and planning research, and considering ethical issues. Through experiential classroom learning, students will develop skills in step-by-step approach to undertaking ethical research utilising both qualitative and quantitative methodologies. This unit aims to develop basic skills in students to evaluate, design and conduct social work research which are essential components of social work practice.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Articulate the role of research as a core component of social work practice (GA5, GA9)
LO2 - Differentiate research methodologies and approaches used in social work research (GA5,GA8)
LO3 - Identify and respond appropriately to ethical issues in social work research (GA3,GA5)
LO4 - Critique current literature and write a literature review (GA5,GA8,GA9)
LO5 - Demonstrate an understanding of appropriate approaches and ethical considerations in research with Aboriginal and Torres Strait Islander peoples (GA1, GA2, GA7)
LO6 - Construct a research or evaluation proposal (GA4, GA5, GA7, GA8, GA9)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA3 - apply ethical perspectives in informed decision making
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
AASW GRADUATE ATTRIBUTES
On successful completion of this unit, students should have developed:
GA2 - Sound understanding of and commitment to social work values and ethics to guide professional practice |
GA5 - Ability to review, critically analyse and synthesise knowledge and values and apply reflective thinking skills to inform professional judgement and practice |
GA6 - Ability to apply research knowledge and skills to understand, evaluate and use research to inform practice and to develop, execute and disseminate research informed by practice. |
GA8 - Ability to work with diversity and demonstrate respect for cultural difference |
AASW Practice Standards (2013)
The following table sets out the broad relationship between the Learning Outcomes, ACU Graduate Attributes, AASW Graduate Attributes and the AASW Practice Standards
| Standard/Attributes/Criteria | Learning Outcomes |
|---|---|
4.3 Understand the role of research and evaluation in obtaining and generating new knowledge for practice | 1 |
4.2 Understand and articulate social work and other relevant theories and concepts 4.4. Understand and articulate how and when theories, knowledge bases and knowledge sources inform practice. 6.1 Effectively communicate with a diverse range of people | 2 |
1.1 Practice in accordance with the Code of Ethics (2010) 3.1 Work respectfully and inclusively with cultural difference and diversity 5.4 Apply critical and reflective thinking to practice | 3 |
4.3. Understand the role of research and evaluation in obtaining and generating new knowledge for practice. 4.4. Understand and articulate how and when theories, knowledge bases and knowledge sources inform practice. 6.1Effectively communicate with a diverse range of people | 4 |
1.1 Practice in accordance with the Code of Ethics (2010) 1.2 Manage ethical dilemmas in practice 5.4 Apply critical and reflective thinking to practice | 5 |
2.1 Represent the social work profession with integrity and professionalism 4.3. Understand the role of research and evaluation in obtaining and generating new knowledge for practice. | 6 |
Content
Topics will include:
Role of research in social work
- Evidence based practice
- AASW Professional Attributes
Research approaches
- Research paradigms
- Theoretical approaches
- Evaluation research
- Quantitative and Qualitative research
The research process
- identifying research problems
- conducting literature reviews
- data analysis
- principles of research design
- research methods (data collection, analysis and interpretation)
- dissemination
- Writing a proposal
Ethical considerations in the research process
- codes of ethics and research
- research with Aboriginal & Torres Strait Islander people
Learning and teaching strategy and rationale
Teaching and learning strategies for this unit will include online lectures, computer lab sessions, and small group discussions and LEO online activities. This combination of activities supports practice of research skills within collaborative peer structures and using technology in designing and conducting research. Students will be expected to take responsibility for their learning and to participate actively in class discussions, demonstrating respect for the individual as an independent learner. Teacher-centred lecture content will be provided as online presentations using audio/visual elements with rich engaging media allowing students flexible access to asynchronous activities and self-marking quizzes. This will free up face-to-face time for interactive learning in the form of group discussions, simulations, group activities and the use of computer data analysis software.
Assessment strategy and rationale
The assessment strategy is to align assessments very closely to the learning outcomes. quizzes are designed to test knowledge of key research concepts through the semester (LO1, LO2, LO3).
The next two assessments directly assess the research skills of writing a literature review and a research proposal (LO4 and LO6).They are authentic research tasks and outcomes that increase in complexity and difficulty. These assessments give students an opportunity to articulate the role of research as a core component of social work practice (LO1) (when discussing the significance of the research topic), to differentiate research methodologies and approaches used in social work research (LO2) (when critiquing literature and when providing a rationale for the choice of methodology proposed and to identify and respond appropriately to ethical issues in social work research (LO3) (when discussing the ethical issues in the proposal and literature review). These tasks also assess students’ understanding of appropriate approaches and ethical considerations in research with Aboriginal and Torres Strait Islander peoples (LO5) and is related to embedding of indigenous knowings in the curricula.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Quizzes: Enable students to demonstrate an understanding of primary concepts in social work research and the role of research in social work. | 20% | LO1, LO2, LO3 | GA2, GA3, GA4, GA5, GA8 |
Literature Review: Enables students to critique current literature and write a literature review and to demonstrate skills in understanding, reviewing and synthesising research reports into an argument for conducting proposed research. | 40% | LO1, LO2, LO3, LO4, LO5 | GA1, GA3,GA4, GA5, GA8, GA9 |
Research Proposal: Enables students to construct a research or evaluation proposal and to demonstrate skills in designing an appropriate research project. | 40% | LO1, LO2, LO3,LO4, LO5, LO6 | GA 1, GA3,GA4, GA5,GA7, GA8,GA9 |
Representative texts and references
Alston, M., & Bowles, W. (2018). Research for social workers: an introduction to methods (4th ed.). Crows Nest, Australia: Allen and Unwin.
D’Cruz, H., & Jones, M. (2013). Social work research in practice: Ethical and political contexts (2nd ed.). London: Sage.
Gray, D. (2014) Doing research in the real world (2nd ed.). London: Sage.
Healy, K., Mulholland, J. (2012). Writing skills for social workers. London: Sage.
Laycock, A., Walker, D., Harrison, N., Brands, J. (2011). Researching Indigenous Health: A Practical guide for Researchers. Melbourne: The Lowitja Institute.
O’Leary, Z. (2017). The essential guide to doing your own research project. London: Sage.
Rubin, A., & Babbie, E. (2017). Essential research methods for social work (9th ed.). Belmont, CA; Brooks/Cole Cengage Learning.
Sarantakos, S. (2013). Social Research (4th ed.). Hampshire: Palgrave MacMillan.
Walter, M. (Ed.) (2013). Social research methods (3rd ed.). South Melbourne: Oxford University Press.
Whittaker, A. (2009) Research skills for social work. Exeter: Learning Matters.
Yegidis, B., & Weinbach. R. (2012). Research methods for social workers (5th ed.). Boston: Pearson Education.