PUBH6013 QUALITATIVE RESEARCH METHODS

PUBH6013 QUALITATIVE RESEARCH METHODS

Assessment 2: Individual Research Proposal 

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ASSESSMENT BRIEF

Subject Code and Title PUBH6013 Qualitative Research Methods

Assessment Assessment 2: Individual Research Proposal

Individual/Group Individual

Length 1, 500 words (+/- 10%)

Learning Outcomes This assessment addresses the following learning outcomes:

a) Understand epistemologies as they relate to qualitative research and when to use qualitative methodology

b) Critically evaluate different theoretical and methodological approaches to qualitative research

d) Appreciate cultural and ethical considerations for qualitative research in Public Health

e) Understand sampling techniques, bias and rigour as they apply to qualitative research

Submission By 11:55pm AEST/AEDT Sunday of Week 7

Weighting 40%

Total Marks 100 marks

Context:

This assessment is prescribed to advance literature searching, critical analysis, research question development, research planning skills, and reflexivity as a researcher.

This assessment involves developing a research question, preparing interview and probe questions, identifying four people that you can interview on this topic (for example, your family or friends, colleagues), and reflecting on your motivation and justification of your research proposal.

It assesses the key understanding necessary for conceptualising and developing a qualitative research proposal, which will prepare you for the use of qualitative methods in research and evaluation as a public health practitioner.

There are two steps to completing this assignment.

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Instructions:

Step 1:

Develop a research question (similar to the ones you have explored throughout this subject) that supports qualitative exploration of a topic of your choice. Review the materials from Module 1 to familiarise yourself with the scope and purpose of qualitative research.

Step 2:

Write a research proposal for your qualitative project.

You must include:

• A brief literature review to summarise the existing knowledge in this space, and justify your proposed project.

• Your research question and the knowledge gap that it will address. • A summary of the key elements of the methodology that you think would be the

most appropriate methodology to use to explore your research question (ie grounded theory, phenomenology etc), and why it is appropriate for exploring your research question.

• Your methods, including how you will select your participants (in this case, four people whom you already know) and your interview process.

• Your interview questions. • A personal reflection on your motivation for exploring this research question, any

ethical or cultural considerations for your project, and anything that could create a risk of bias in your data (ie interviewing friends).

IMPORTANT NOTES

1. DO NOT commence interviews until you have received feedback from your facilitator on your research and interview questions, and made any necessary changes.

2. Make sure that you have the permission of your interviewees before recording your conversations.

Assessment Criteria:

• Justification of your research project (40%) • Summary of methodology and methods (30%) • Reflective writing on motivation and potential for bias (10%) • Use of academic conventions (20%)

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Learning Rubrics

Assessment Attributes Fail (Unacceptable)

Pass (Functional)

Credit (Proficient)

Distinction (Advanced)

High Distinction (Exceptional)

Grade Description (Grading Scheme)

Evidence of unsatisfactory achievement of one or more of the learning

objectives of the course, insufficient understanding of the course content

and/or unsatisfactory level of skill development.

Evidence of satisfactory

achievement of course learning objectives, the

development of relevant skills to a

competent level, and adequate

interpretation and critical analysis skills.

Evidence of a good level of understanding, knowledge and skill development in relation to the content of the course or work of a superior quality on the majority of the learning objectives of the course. Demonstration of a high level of interpretation and critical analysis skills.

Evidence of a high level of

achievement of the learning

objectives of the course

demonstrated in such areas as

interpretation and critical analysis,

logical argument, use of

methodology and communication

skills.

Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills.

Summary of Methodology and Methods

Insufficient awareness of context and purpose of the assignment. Limited understanding of required concepts and knowledge Key components of the assignment are not addressed.

Adequate awareness of context and purpose of the assignment. Adequate knowledge or understanding of the field or discipline. Resembles a recall or summary of key ideas.

Consistent awareness of the context and purpose of assignment. Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the

Advanced understanding of the context and purpose of the assignment. Highly developed understanding of the field or discipline/s. Discriminates between personal

Systematic and critical understanding of context and purpose of the assignment. A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between personalhttp://www.tua.edu.au/media/50742/a240_grading-scheme.pdf

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30%

Refers to personal opinion instead of evidence from the research/course materials.

research/course materials. Demonstrates a capacity to explain and apply relevant concepts.

opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts.

opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning.

Justification of research proposal

40%

Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Makes assertions that are not justified.

Specific position (perspective or

argument) begins to take into account the issue(s) or scope of

the assignment.

Justifies any conclusions reached with arguments not merely assertion.

Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies the purpose of and need for the proposal with well- formed arguments not merely assertion.

Specific position (perspective or

argument) is expertly presented

and accurately takes into account the complexities of

the issue(s) and scope of the assignment.

Justifies the purpose of and need for the proposal with well-

Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged. Justifies the purpose of and need for the

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developed arguments.

proposal with sophisticated arguments.

Reflective writing on motivation for undertaking this project, and potential bias

10%

Difficulty in formulating own reflective thoughts and lack of recognition of ethical principles and competing interests. Describes abstract concepts and facts, but does not apply personal reflection to the topic.

Attempts to engage in personal reflection, although still refers to facts and concepts. Considers some potential sources of bias.

Engages in personal reflection on the topic, and considers some potential sources of bias.

Engages in thoughtful personal reflection on the topic, including reference to personal experiences, and considers potential sources of bias thoroughly.

Engages in sophisticated personal reflection on the topic, including reference to personal experiences, and attributes meaning to those experiences as motivation. Considers potential sources of bias thoroughly.

Use of academic and discipline conventions and sources of evidence

Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style.

Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction.

Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high

Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant

Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop

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20%

Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style.

quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style.

research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading There are no mistakes in using the APA style.

arguments and position statements. Shows extensive evidence of reading beyond the key reading There are no mistakes in using the APA Style.