Unit rationale, description and aim
This unit (HLSC623 Research Dissertation Part A) and its subsequent unit (HLSC624 Research Dissertation Part B) involve the completion of a research project leading to the preparation of an academic dissertation of normally up to 15,000 words and no more than 18,000 words. The dissertation fulfils the Australian Qualifications Framework (AQF) requirement for independent project work within a Master by coursework.
This unit supports students in applying a range of theoretically based advanced knowledge and skills to foster culturally safe, high-quality, and effective health care. Students will identify a research question and formulate a defensible research proposal based on a critical review of relevant literature. Under the guidance of an approved supervisor, students will design and commence an individual research project that provides insight into a defined research question. Students will critically evaluate the role of evidence-based and ethical practice in developing effective responses to a unique health-related administrative, leadership, educational, or clinical challenge. The resulting enquiry will be documented in a dissertation submitted for independent examination.
The aim of this unit is to provide students with the opportunity to undertake independent research and develop as self-reliant and critically reflective professionals engaged in lifelong learning.
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.
Create and manage a substantial research project, ...
Learning Outcome 01
Synthesise relevant literature to develop well-gro...
Learning Outcome 02
Manage research processes in accordance with rigor...
Learning Outcome 03
Critically analyse research findings to draw valid...
Learning Outcome 04
Synthesise research findings and relevant evidence...
Learning Outcome 05
Content
Module 1: Research Dissertation Orientation
- Purpose, structure and expectations of the dissertation
- Understanding the dissertation as an independent research project
- HLSC623 Part A and HLSC624 Part B: roles and expectations
- Roles and responsibilities of the student and supervisor
- Developing an individual research project plan
- Establishing milestones and timelines
- Managing an independent research project
- Maintaining research records and supervision notes
Module 2: Developing and Refining the Research Project
- Refining the research problem
- Identifying and articulating the research gap
- Developing and refining the research question
- Establishing the significance and rationale for the study
- Clarifying the scope and boundaries of the research
- Developing the aim and objectives
- Ensuring alignment between the problem, question, objectives and proposed study
- Assessing feasibility
- Responding to supervisor feedback
Module 3: Finding, Evaluating and Synthesising the Evidence
- Developing and refining a literature search strategy
- Identifying the most relevant literature
- Organising and managing the literature
- Structuring the literature review
- Moving from literature summary to critical synthesis
- Comparing and contrasting evidence
- Identifying patterns, inconsistencies and gaps
- Developing a coherent scholarly argument
- Positioning the proposed research within the existing evidence
- Developing a conceptual/theoretical framework where appropriate
Module 4: Developing and Justifying the Research Methodology
- Translating the research question into an appropriate methodological approach
- Developing the methodology for the student's own research project
- Justifying methodological decisions
- Describing the study design, setting and participants/sample
- Planning recruitment and data collection
- Selecting and justifying instruments or data sources
- Developing the data analysis plan
- Establishing methodological rigour
- Addressing ethical and governance considerations
- Identifying methodological limitations
- Refining the methodology in response to feedback
Module 5: Building the Research Proposal and Thesis Foundations
- Integrating the introduction, background, literature review and methodology
- Developing a coherent thesis narrative
- Ensuring alignment across the research project
- Developing a defensible research rationale
- Academic and scholarly writing
- Critical rather than descriptive writing
- Integrating and appropriately citing evidence
- Referencing and academic integrity
- Editing and improving scholarly writing
- Responding effectively to supervisor feedback
- Preparing the research proposal for assessment
Module 6: Research Ethics and Project Readiness
- Applying ethical principles to the student's research
- Preparing ethics documentation
- Informed consent and participant information
- Managing privacy, confidentiality and data security
- Identifying and managing potential risks
- Cultural safety and respectful research practice
- Research governance requirements
- Preparing research instruments and materials
- Preparing recruitment materials
- Developing a data management plan
- Identifying potential implementation challenges
- Developing contingency plans
Module 7: Transition to HLSC624 – Research Project Readiness
Students undertake a Part A completion and Part B readiness check:
- Research question finalised
- Aim and objectives finalised
- Literature review completed
- Methodology completed
- Ethics/governance requirements addressed
- Data collection tools ready
- Recruitment strategy ready
- Data management procedures established
- Analysis plan established
- Research timeline updated
- Potential challenges identified
- Supervisor feedback incorporated
- Clear plan for HLSC624
Assessment strategy and rationale
HLSC623 employs a scaffolded assessment strategy to develop advanced research skills consistent with AQF Level 9 expectations and higher-order cognitive abilities. This structure supports students to progressively develop skills in research design, ethical reasoning, critical analysis, synthesis of evidence, and scholarly communication.
Assessment 1: Seminar
The Seminar is an oral task provides students with an opportunity to demonstrate their foundational understanding of the research process, critically engage with relevant literature, and communicate their proposed research direction through scholarly discussion.
Assessment 2: Research Project Proposal
The Project Proposal requires students to develop and justify a research plan by articulating a clear research question, critically synthesising relevant literature, selecting an appropriate methodology, and addressing ethical considerations. This assessment supports students in establishing a rigorous foundation for their independent research project.
Assessment 3: Thesis Chapters (Introduction, Background/Literature Review and Methods)
The development of the introductory chapter, background/literature review, and methodology chapters enables students to demonstrate advanced capability in research design, evidence synthesis, academic writing, and preparation for research implementation. Completing these foundational thesis components in HLSC623 ensures that students enter the following unit, HLSC624 Research Dissertation Part B, with an established research framework, enabling them to focus on data collection, analysis, interpretation of findings, and completion of the dissertation.
In order to pass the unit students must demonstrate achievement of every unit learning outcome and obtain a minimum mark of 50% in graded units.
Overview of assessments
Assessment Task 1- Seminar Enables students to ...
Assessment Task 1- Seminar
Enables students to achieve sound communication skills and to showcase their research to professional peers.
25%
Assessment Task 2 - Project Proposal Enables st...
Assessment Task 2 - Project Proposal
Enables students to show competence in research design - aim, objectives, expected outcomes, timeframes and evidence in support of the research.
40%
Assessment Task 3 - Introductory chapter, backgro...
Assessment Task 3 - Introductory chapter, background, methods
Enables students to demonstrate competence in research design, research activity and academic writing.
35%
Learning and teaching strategy and rationale
Learning will primarily occur through an ongoing, dialogic relationship between the student and their allocated supervisor. Students will negotiate a learning contract with their approved supervisor and be supported to develop and refine a research question. Through regular discussion and feedback, students will critically engage with their research ideas and apply knowledge and skills gained through their coursework to their own research project. Students will present their initial research proposal to professional peers before preparing and submitting their research proposal.
Students will meet regularly with their supervisor on an individual basis, with the frequency of consultation varying according to the stage of the research process and students' developing needs. This approach recognises students as increasingly independent learners who take responsibility for their learning and the successful progression of their research project. Meetings with the National Unit Leader throughout the semester will provide opportunities for students to reflect on their progress and identify areas where further support or skill development may be required.