93004 Research Design and Analysis in Health Services and Practice
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particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2023 is available in the Archives.
Credit points: 6 cp
Result type: Pass fail, no marks
There are course requisites for this subject. See access conditions.
Description
This subject deepens and extends students' knowledge of a range of research designs/methods and methodological or theoretical frameworks to explore a range of health services issues. This enables the development of appropriate strategies for researching/analysing their own practice and practice context. Several experts in the field present seminars on innovative and collaborative research in health services and practice.
Subject learning objectives (SLOs)
| A. | Comprehensive knowledge of selected designs and how these designs potentially answer research questions or hypotheses |
|---|---|
| B. | Capacity to argue for the choices made for the method / methodology |
| C. | Ability to identify an appropriate population, sample and eligible participants congruent with the research question and method |
| D. | Understanding of the feasibility and resource implications of research |
| E. | Appreciation of appropriate data analyses and interpretative processes for different research approaches |
| F. | Beginning ability to conduct analyses and interpretative processes for selected approaches |
| G. | Understanding of ethical issues associated with aspects of the research process |
| H. | Participation in a ‘community of inquiry’ forum using UTS Online |
| I. | Developing capacity to manage a research project |
| J. | Increasing reflexivity and capacity to peer review |
Content (topics)
This subject uses a blended learning approach during the semester, including residential schools using seminar, workshop and ‘Master class’ formats, a range of web based resources, and pre and post class exercises designed to further develop the expertise of students within a community of learners and scholars during the semester. Asynchronous online discussions will occur during a specified writing period within the semester to enable ongoing development of students’ writing capacity. Exploration of research methods during residential school will be enhanced by attendance at speciality workshops conducted by the University Graduate School, and by the supervisory process. Learning within a discursive ‘classroom context’ is complementary to and supportive of the supervisory process. There will also be opportunities to further develop and refine research topics in supervisory work groups throughout the semester. Outcomes for students will include:
- Enhanced understanding of research designs and methods and the complexities of applied practice research
- Identification of the core elements of their project (design, methods) as a research pre-proposal in preparation for the Doctoral Assessment (at the end of the next semester)
- Engagement in peer review processes
- An understanding of the skills and processes involved in project management
- Materials for submission of an ethics application the following semester
- An evolving capacity to locate, justify and own their research project evident in public presentations and in their writing
- Management of effective communication networks with peers, supervisors and professional practice experts.
Assessment
Assessment task 1: Research Pre-proposal paper
| Intent: | This assessment enables discussion and justification of the design and method selected to answer your research question/s, objective/s or hypothesis/es, including consideration of the 'best' and most feasible design and methods. Each assessment item links to continuing work in completing: 1. your doctoral assessment for confirmation of candidature in the following semester; 2. a subsequent Human Research Ethics Committee (HREC) application. |
|---|---|
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | 2,500 - 3,000 words |
| Criteria: | Structure and flow of paper Justification of argument Clarity, structure and level of academic writing Appropriate citation of relevant references |
Assessment task 2: Refinement of research, with ethical issues commentary
| Intent: | This assessment enables students to identify and discuss the ethical issues that arise from their proposed research project, including a justification for the selection of the research question / objective and identification of its significance and its feasibility. Each assessment item links to continuing work in completing: ‰ your doctoral assessment for confirmation of candidature in the following semester ‰ a subsequent Human Research Ethics Committee (HREC) application. |
|---|---|
| Weight: | Mandatory task that does not contribute to subject mark |
| Length: | 1,000 - 1,500 words |
| Criteria: | Structure and flow of paper Description and justification of ethical issues Clarity, structure and level of academic writing Appropriate citation of relevant references |
Minimum requirements
Grading for the subject is satisfactory or unsatisfactory, and a satisfactory grade is required for both pieces of assessment.
Required texts
This subject has no prescribed text. Students are expected to engage with a range of research texts and journal articles concerned with research processes and their topic areas (example texts are listed below).
Recommended texts
Bowling, A. (2002). Research methods in health: investigating health and health services (2nd ed.). Philadelphia: Open University Press.
Denzin, N., & Lincoln, Y. (2008) Collecting and interpreting qualitative materials (3rd ed.). Thousand Oaks, California: Sage.
Frank-Stromborg, M., & Olsen, S. (Eds.). (2004). Instruments for clinical health-care research (3rd ed.). Boston: Jones and Bartlett.
Kane, R.L. (2006). Understanding health care outcomes research (2nd ed.). Boston: Jones & Bartlett.
Pawson, R., & Tilley, N. (1997). Realistic evaluation. London: Sage.
References
See above. Further reference and resource materials will be listed on UTSOnline.