971116 Method and Discovery
Warning: The information on this page is indicative. The subject outline for a
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 2025 is available in the Archives.
Credit points: 8 cp
Result type: Pass fail, no marks
Description
Research is an active process with a defined method. In this research training subject students plan-out the research method and program for their thesis. They explore a range of research methods relevant to their topic. Students draw on peer insights and expertise, across disciplines and genres, to allow cross-fertilisation and re-conceptualisation. Research questions, aims and objectives direct the researcher to specific 'approaches' to research discovery, and entail associated ethical assumptions, including for Indigenous research, normative aims, collaborative possibilities and social and creative impact. The research process may centre on collecting and analysing information, or involve a creative intervention or initiative, or be focused on designing or producing new 'ways of doing'. Engagement with specific methods in the subject is shaped by their priorities and interests and is led by specialist academics in 'masterclass' format.
Subject learning objectives (SLOs)
| a. | Identify and address methodological challenges; |
|---|---|
| b. | Demonstrate relevant research skills necessary for developing a research plan |
| c. | Design a feasible research plan |
| d. | Evaluate and incorporate ethical dimensions of research practice into the research plan. |
Teaching and learning strategies
The subject uses both participatory and independent learning modes. These may involve sustained small-group and whole-class discussions, peer-led critique, scaffolded learning to develop independent project management skills, formal presentation of research to peers and advanced digital library research skills.
Students meet face-to-face at the start of the subject and then participate in a weekly online workshop to explore theoretical concerns. Topic choice is driven by student interest and discussion is led by student presentations. In the second half of the subject students participate in a second more extended face-to-face workshop centred on Assignment 2.
Students are required to engage actively with literature in preparation for seminars and as part of the assessment process. While there is an emphasis on independent work and inquiry, active student learning will be supported by early and ongoing feedback from both peers and instructors on performance in weekly class activities and through workshopping of assessment tasks.
This is a pass/fail research training subject.
Content (topics)
The subject enables engagement with debates about research methods in both traditional and creative or practice-led modes of research. It provides students with core skills in research methods and methodologies, and examines the range of proficiencies, knowledge stocks, ethical practices, including Indigenous research approaches, along with digital competencies, for rigorous and multi-skilled researchers.
Minimum requirements
In this subject assessment tasks are scaffolded and linked to the research thesis. Each task builds understanding and/or skills, informed by formative feedback. Consequently, all assessments must be submitted for students to receive feedback. Students who do not submit all assessments will not pass the subject.
References
There are no required texts for this subject. Recommended readings will be available via UTS Library and through the subject site.
INDICATIVE REFERENCES
Alasuutari, P. et al, 2008, The Sage handbook of social research methods Sage, London.
Allison, B. & Race, P. 2004, The student's guide to preparing dissertations and theses, Routledge, London.
Bennett, T. & Frow, J., 2008, The Sage handbook of cultural analysis, Sage, London.
Booth, W.C., 2001, The Craft of Research, Chicago UP, Chicago.
Crème, P. & Lea, M. 2003, Writing at University: a guide for students, Open University Press, Buckingham.
Denzin, N, & Lincoln, Y., 2018, The Sage handbook of qualitative research, Sage, London.
Kaplan, D., 2004, The Sage handbook of quantitative methodology for the social sciences, Sage, London.
Law, J & Mol, A., 2002, Complexities: Social Studies of Knowledge Practices, Duke University Press, Durham.
Mertens, D. & Ginsberg, P., 2009, The handbook of social research ethics, Sage, London.
Morley-Warner, T. 2000, Academic Writing Is: a guide to writing in a university context, Centre for Research and Education in the Arts, Broadway, NSW.
Murray, R. 2002, How to Write a Thesis, Open University Press, Buckingham.
Outhwaite, W. & Turner, S. 2007, The Sage handbook of social science methodology, Sage, , London.
Rudestam, K.E., & Newton, R., 2001, Surviving Your Dissertation: A Comprehensive Guide to Content and Process, Sage Publications, London.
Schiffrin, D. et al, 2001 The handbook of discourse analysis, Blackwell, Cambridge.
Swales, J. & Feak, C.B. 2004, Academic writing for graduate students: essential tasks and skills, University of. Michigan Press, Ann Arbor.
Van Emden, J. & Becker, L. 2003, Effective Communication for Arts and Humanities Students, Palgrave Macmillan, Basingstoke.
RESOURCE IMPLICATIONS (including any equipment quota)
Library and internet access