Year
2022Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
NilTeaching organisation
On Campus Mode: 3 hours per week for twelve weeks or equivalent (totalling 36 hours).
Unit rationale, description and aim
Social workers are often required to critique and apply empirical evidence and use research and evaluation skills within their practice. Research is considered an essential component in building capacity to critically analyse theory and research in social work. This unit provides students with a theoretical and practical knowledge e of the research process and an understanding of research as central to building evidence based knowledge for social work practice. The unit will address the purpose and value of research in social work and the development of ethical research practices through an examination of various perspectives including evidence-based knowledge, and indigenous knowledges and research frameworks. This unit aims to develop skills in planning, designing, and evaluating research in 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 (GA2, GA3)
LO2 - Identify and differentiate a range of research methodologies appropriate for various types of research designs and evaluation methodologies including the use of computer technology (GA4, GA8)
LO3 - Identify ethical considerations in the research process and ethical research practices (GA4, GA8)
LO4 - Critically evaluate research literature and evidence provided by research studies applicable for social work practice (GA3, GA9)
LO5 - Write a research or evaluation proposal (GA3, GA4, GA8, GA9)
Graduate attributes
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
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
AASW Practice Standards 2020
This Unit has been mapped to the ACU Graduate Attributes and the ASWEAS Profession-Specific Graduate Attributes. The following table sets out the broad relationship between the Learning Outcomes and the ASWEAS Profession-Specific Graduate Attributes provided in the Australian Social Work Education and Accreditation Standards: https://www.aasw.asn.au/document/item/13565
| Standard/Attributes/Criteria | Learning Outcomes |
|---|---|
2.1 Represent the social work profession with integrity and professionalism 4.1 Understand higher level systemic influences on people with respect to area of practice 4.3 Understand the role of research and evaluation in obtaining and generating new knowledge for practice | LO1 |
4.2 Understand and articulate social work and other relevant theories and concepts 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
| LO2 |
4.3 Understand the role of research and evaluation in obtaining and generating new knowledge for practice 5.1 Assess and analyse needs to inform practice 5.4 Apply critical and reflective thinking to practice 6.1 Communicate with a diverse range of people 7.1 Record and manage information appropriately | LO3 |
1.1 Practice in accordance with the AASW Code of Ethics 1.2 Manage ethical dilemmas and issues arising in practice 3.1 Work inclusively and respectfully with cultural difference and diversity 3.2 Respect and strive to understand and promote the rights of Aboriginal and Torres Strait Islander peoples and their cultures 4.1 Understand higher level systemic influences on people with respect to area of practice | LO4 |
2.2 Behave in a professional manner and be accountable for all actions and decisions 3.1 Work inclusively and respectfully with cultural difference and diversity 5.3 Use a range of social work methods and techniques appropriate to the area of practice 5.4 Apply critical and reflective thinking to practice 6.1 Communicate with a diverse range of people 7.1 Record and manage information appropriately 7.2 Keep and maintain information in accordance with ethical principles and relevant legislation | LO5 |
AASW Practice Standards
| Standards/Attributes/Criteria | Learning Outcomes |
|---|---|
1.Values and ethics | |
2.Professionalism | |
3.Culturally responsive and inclusive practice | |
4.Knowledge for practice | |
5.Applying knowledge to practice | |
6.Communication and Interpersonal skills | |
7.Information recording and sharing | |
8.Professional development and supervision |
Content
Topics will include:
Role of research in social work
- evidence based practice
Research approaches
- Research paradigms
- Theoretical approaches
- Evaluation research
The research process
- Identifying research problems
- Conducting literature reviews
- Systematic reviews
- Principles of research design
- Quantitative and Qualitative research methods (data collection, analysis and interpretation)
- Dissemination of research findings
- Writing a research proposal
Ethical considerations in the research process
- Research codes of ethics and ethical guidelines in research
- Research with Aboriginal & Torres Strait Islander people
Learning and teaching strategy and rationale
This unit involves 150 hours of learning with a combination of face-to-face and online lectures/activities and interactive tutorials. Face-to-face lectures and tutorials may be time-tabled separately or together as a 3 hour block depending on student numbers. Experiential teaching and learning techniques which may include student participation in a small research project, will be used in the unit. The experiential learning experience will form the basis for a deeper learning experience in enhancing understanding of the research process. In order to achieve the learning outcomes, students are expected to take responsibility for their learning through class attendance, doing their readings and participating actively in class discussions to enhance their learning experience.
Assessment strategy and rationale
This unit takes an authentic assessment approach that allows students to demonstrate their knowledge of the research process and ethical research practices.
The first assessment will be a short paper that is designed for students to demonstrate their capacity to identify a research topic that is significant and relevant to social work policy and practice with a clear aim for the proposed research. This assessment will assist students in developing a focus for their second assessment on literature review.
Assessment 2 (Literature review) will assess students’ competency in identifying an area of research enquiry and conduct a systematic review of the literature in the identified area of research enquiry using a variety of electronic and other data bases.
Assessment 3 (Research proposal) is a summative assessment that will assess students’ knowledge and understanding of the research process and the importance of research in professional social work practice.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Short Paper: enables students to demonstrate capacity to identify a social work research topic that is significant and relevant to social work policy and practice with a clear aim for the proposed research. 600 words | 20% | LO1, LO2 | GA2, GA3, GA4, GA8 |
Literature Review: enables students to identify and critique current literature on their chosen topic, and develop arguments to justify their research as a valid and a significant response to address some of the controversies. 1200 words | 40% | LO2, LO3, LO4 | GA3, GA4, GA8, GA9 |
Research Proposal: this summative assessment is intended to assess students’ knowledge and ability to identify a research problem they wish to explore/investigate that will contribute to a significant gap in the current literature, the methodology and the methods they plan to use that are suitable and feasible, ethical considerations, results that are likely to make an original contribution to the gap in the literature, and limitations of the proposed study. 3000 words | 40% | LO1, LO2, LO3, LO4, LO5 | GA2, GA3, GA4, GA8, GA9 |
Representative texts and references
Alston, M., & Bowles, W. (2018). Research for social workers (4th ed.). Crows Nest, NSW: Allen and Unwin.
Aveyard, H. (2014). Doing a literature review in health and social care: A practical guide (3rd ed.). UK: Open University Press.
Engel, R.J., & Schutt, R.K. (2014). Fundamentals of social work research (2nd ed.). Thousand Oaks, CA: Sage.
Grinell, R., & Unrau, Y. (2013). Social work research and evaluation (10th ed.). Oxford: Oxford University Press.
Laycock, A., Walker, D., Harrison, N., & Brands, J. (2011). Researching indigenous health: A practical guide for researchers. Melbourne: The Lowitja Institute.
O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). London: Sage.
Patton, M.Q. (2015). Qualitative research and evaluation methods (4th ed.). USA: Sage.
Neuman, L. (2014). Social research methods: qualitative and quantitative approaches (7th ed.). USA: Pearson Education.
Punch, K (2014). Introduction to social research quantitative and qualitative approaches (3rd ed.). London: Sage.
Rubin, A. & Babbie, E.R. (2014). Research methods for social work (9th ed.). Belmont, CA: Thomson Brooks/Cole.
Sarantakos, S. (2013). Social research (4th ed.). New York: Palgrave Macmillan.
Walters, M (Ed.). (2019). Social research methods (4th. ed.). Melbourne: Oxford University Press.