2012 Unit Guide Template.

[ATS 2/3723][SOCIAL RESEARCH METHODS]

Doing sociological research requires us to think conceptually, to systematically plan how we might obtain valid information relevant to the research questions we are asking, and to analyse information. Because sociological research draws on people’s experiences, its conduct inevitably raises ethical and political questions. In this subject, we will discuss these issues. We will also consider various qualitative and quantitative techniques available to us when we seek to document the social world.

Mode of Delivery On CampusWorkload 6 points, SCA Band 1, 0. 125 EFTSLUnit Relationships Previously coded SCY 2/3261. This unit applies to

the following areas of study – sociology, criminology, behavioural sciences

PrerequisitesChief ExaminerUnit Coordinator:Campus:Phone:Email:Office hours:

Campus Coordinator Dr. Alex AsakitikpiCampus: Monash South Africa Phone: 011 950 4084Email: Alex.asakitikpi@monash.edu Office Hours: Mondays: 8:00 – 1:00; Tuesdays: 8:00 – 1:00

Wednesdays: 8:00 – 1:00; Thursdays: 8:00 – 1:00.

Tutor(s)Campus:Phone:Email:Consultation hours:

www.monash.edu

http://www.monash.edu.au/pubs/2011handbooks/units/ATS2723hmtl

SEMESTER TWO2012

www.monash.edu

ACADEMIC OVERVIEWLearning Objectives

The subject is organized into 3 sections:1. Underpinnings of qualitative and quantitative sociological research2. Qualitative research: the ethnography3. Quantitative research: the survey

Upon completion of this unit, students will be able to have: An understanding of the strengths, limitations and appropriate applications of

quantitative and qualitative approaches to research; Knowledge of methods commonly used in both qualitative and quantitative research; Understanding of the theoretical and ethical considerations in research; Knowledge of issues related to the design and implementation of social science

research; Skills relevant to working in groups.

Graduate AttributesMonash prepares its graduates to be:

1. responsible and effective global citizens who:a. engage in an internationalised worldb. exhibit cross-cultural competencec. demonstrate ethical values

2. critical and creative scholars who:a. produce innovative solutions to problemsb. apply research skills to a range of challengesc. communicate perceptively and effectively

Assessment Summary

Assessment Task Value Due Date

1. In-class test based on Modules 1 – 2 (Wk 1 – 6)

22% Week 7

2. In-class test based on module 3 (Wk 7 – 10)

18% Week 11

3. Research Proposal (Major Assignment)

60% Week 12

Teaching ApproachOne hour seminar per weekOne hour tutorial per week

FeedbackCopyright © Monash University 2012. All rights reserved. Except as provided in the Copyright Act 1968, this work may not be reproduced in any form without the written permission of the host Faculty and School/Department.

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Our Feedback to You verbal comments to the whole class (in class tests)

verbal comments to groups (major assignment)

written comments to groups (major assignment)

Your Feedback to UsMonash is committed to excellence in education and regularly seeks feedback from students, employers and staff. One of the key formal ways students have to provide feedback is through SETU, Student Evaluation of Teacher and Unit. The University’s student evaluation policy requires that every unit is evaluated each year. Students are strongly encouraged to complete the surveys. The feedback is anonymous and provides the Faculty with evidence of aspects that students are satisfied and areas for improvement.

For more information on Monash’s educational strategy, and on student evaluations, see:http://www.monash.edu.au/about/monash-directions/directions.html

http://www.policy.monash.edu/policy-bank/academic/education/quality/student-evaluation-policy.html

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Required ResourcesBabbie, E. (2007). The Practice of Sociological Research, 11th edition, Wadsworth: Australia.

Babbie, E. (2010). The Practice of Sociological Research, 12th edition, Wadsworth: Australia

Recommended Resources

Key text on reserveLeedy, P.D & Ormrod, J.E (2005) Practical Research: Planning and Design. Columbus: Pearson.

Silverman, David (ed.) (2004) Qualitative Research: Theory, Method and Practice. London: Sage Publication.

Flick, Uwe, , Ernst von Kardoff & Ines Steinke (eds.) (2004) A Companion to Qualitative Research. Sage: London.

Additional texts will be placed on reserved in the library. You will be expected to use the many research methods texts held by the library to read beyond the set weekly readings in preparation for your assignment

Additional subject costsCost of key texts – can be purchased at the Monash South Africa BookshopCopyright © Monash University 2012. All rights reserved. Except as provided in the Copyright Act 1968, this work may not be reproduced in any form without the written permission of the host Faculty and School/Department.

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Examination material or equipmentN/A

UNIT SCHEDULE

Week Activities Assessment

0 No formal assessment is undertaken in week 0

1 Module OneTopic 1. Doing Research in the Social Science.

Essential Reading:Babbie (2010) Chapters 1 & 2.

2 Topic 2. Ethics in Research

Babbie (2010) Chapter 3The Practice of Social Research, 12 edition,Australia; Wadsworth.

(i) Monash Ethics Application Form for Research Involving Humans.

(ii)Babbie (2007) The ethics and politics of research.

3 Module Two: Quantitative Research MethodsTopic 3: Introduction to Quantitative Research Design.

Essential Reading:Babbie (2010) Chapter 4.: Research Design

4 Topic 4: Quantitative Research Design (cont’d).

Essential Reading:Babbie (2010) Chapter 5: Conceptualization, Operationalization and Measurement (Pp 125 – 157. Chapter 9: Survey Research (pp. 254 – 292).

5 Topic 5: Quantitative Research Design (cont’d) – Sampling.

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Essential Reading:Babbie (2010) Chapter 7: The Logic of Sampling

6 Topic 6: Quantitative Data Summary and Analysis

Essential Reading:

Babbie (2010): Chapter 14: quantitative Data Analysis; chapter 16: Statistical Analysis

7 TEST 1Essential Readings: Refer to essential readings and lectures for Week 1 – 6.

To be taken in class (22%)

8 MODULE 3Methodology and Qualitative Research

Essential Reading:Babbie (2010) Chapters 4, 10, 11.Flick, Uwe et al (2004): Part 4. Pp 143 – 190.

9 Doing Qualitative Research

Essential ReadingFlick Uwe et al (2004): Part 5: pp 191 – 247.Silverman, David (2004). Part IV: pp. 125 – 199.

10 Analysis, Interpretation and Presentation of Qualitative Data

Essential Reading:Flick Uwe et al (2004): pp. 248 – 330.

11 TEST 2: MODULE 3 To be taken in class (18%)

12 RESEARCH PROPOSAL DUE DATE

ASSESSMENT REQUIREMENTS

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Task Description Percent of final score

Due Date

Test 1

Test 2

Major Assignment

Multiple choice and short answers on lectures and readings from weeks 1- 6 (Modules 1 & 2)

Multiple choice and short answers on lectures and readings from week 8 – 11 (Module 3)

Research proposal (3000 words)

22%

18%

60%

In class week 7

In class week 11

Due in the 12th week

Assessment Tasks

Each test will consist of multiple-choice and short answer questions based on the set readings and lectures from the indicated weeks and will count toward 18 – 22% of your final mark. MAJOR ASSESSMENT – RESEARCH PROPOSAL2nd Year in pairs3rd Year individually

Rationale: The purpose of this assignment is to give you experience in developing a research question, designing a study to address the question, and clearly and concisely describing the proposed study. You will be provided with a significant amount of information to guide you in writing your proposal, but you will need to do your own research on the topic in order to develop a question and design a research project to answer that question.

You will be required to prepare a 3000 word proposal only for a research project on the topic of your choice.

Your final proposal is worth 60% of your final mark. The marking criteria for the proposal are also provided in this unit guide. You will be assessed on a number of criteria including: the quality of your research; your ability to critically analyze and interpret the material; your ability to draw well-founded conclusions; your referencing; the structuring of the proposal; and the quality of your expression.You are expected to draw upon at least 6 credible and authoritative sources in your proposal (third year students are expected to have at least 9 sources). The acceptable word length is ± 10% (i.e., 2700 – 3300 words). Shorter or longer proposals will attract penalties.Copyright © Monash University 2012. All rights reserved. Except as provided in the Copyright Act 1968, this work may not be reproduced in any form without the written permission of the host Faculty and School/Department.

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NOTE: Students enrolled in ATS 3723 will be expected to demonstrate a greater degree of theoretical understanding and more sophisticated analysis in their written work than students enrolled in ATS 2723.

RESEARCH PROPOSAL STRUCTURE

Part 1: PROJECT DETAILS (~500 words)

1. Project Title (10 words max)

2. Brief explanation of project (In 150 words or less, provide a brief summary of your research project in plain English)

3. Aims and objectives (Clearly state the aims / hypotheses / questions to be addressed in this project)

Part 2: PROJECT BACKGROUND (~1000-1250 words)]

1. Background (You should demonstrate knowledge of the key research literature relating to your proposal. Give a succinct description of the background of the research project, drawing from credible and authoritative resources)

2. Outcomes and significance (What are the expected outcomes of your project and what is the potential significance? Who will benefit from this research?)

The outcomes of this research will help with finding out a lot of things that are unknown about HIV positive middle class women. Their narratives will highlight people on their experiences, Hayes-Watkins, who also did some research on middle class women living with HIV?AIDS, articulates that one of the narrative he got, “Highlights the sense of isolation and economic vulnerability faced by many middle-class women living with HIV/AIDS. Protecting their jobs often means living in silence about their condition”. This research will help us show people that even middle class women with HIV/AIDS also suffer from situations believed to be suffered only by lower class poor women. Women in the middle class also suffer from discrimination, gender inequality, abuse an also isolation, the narratives we get are supposed to bring to light the experiences of middle class women living with HIV/AIDS and compare them to what is said about lower class women, this will show people that your class level does not determine how you are going to be affected by a positive result status. All in all the significance of this research will show that although race, ethnicity and economic factors have an effect on people’s experiences with HIV/AIDS, it does not necessarily mean that a person from an upper class or middle class, has it better or easy, they also go through some hardships. This will also aim to straighten out the ‘myths’ or what people say that it does not happen or it is rare to see a middle class or upper class women suffering from HIV/AIDS, in actual fact AIDS does not chose a class and so o ba experience, they can happen to anyone,.

Part 3: RESEARCH PLAN (~1000-1250 words)

1. Participants (What many people will be involved – provide range of sample size? What categories of people? What age range? Are there any inclusion/exclusion criteria? How much

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time will you be asking from participants and when will that time be required? Will payment be offered and if so, provide details)

2. Recruitment (How and where will the recruitment process occur? What is your sampling method? How and by whom will the explanation be given? Will participants be fully informed and if not, why not. Describe how you will gain informed consent from the participants, and how will you do so if participants are unable to provide the informed consent themselves)gjjj

3. Data collection (What kind of data will you collect? Justify how such data will help answer your research questions. How, where and by whom are the data to be collected? Briefly outline all procedures to be used with each category of participants, and indicate why you have chosen these procedures)

4. Materials (Will you be using any materials - e.g. Questionnaires or surveys, interview guidelines? If so, briefly describe - e.g. what will you be measuring? What kind of questions will be asked – open, closed? Give examples of questions to be included)

5. Ethical considerations In many research projects involving humans there is a trade-off to be made between the cost of the interventions to those participating in them (e.g. in terms of discomfort, health risk, loss of privacy, etc) and the value to be achieved by carrying out the research. List any ethical issues in regard to your project – e.g. consent, power relationships, conflicts of interest, physical and other types of risks, confidentiality, appropriate feedback and debriefing. Discuss these issues and how you will address these issues and/or minimise the impact or risks.

Part 4: REFERENCES (Minimum 6 [2nd yr] / 9 [3rd yr] Academic References).

ATS 2723 / ATS 3723 Social Research Methods

RESEARCH PROPOSAL ASSESSMENT CRITERIA

Name-------------------------------------------------------- Student ID:----------------------

Assignment rationale:

The purpose of this assignment is to provide you with an opportunity to demonstrate your understanding of the basic practical and ethical issues surrounding the conduct of behavioural research via the preparation of an ethics submission. We are looking for your ability to conduct research relevant to the issue/topic, and to use a variety of credible and authoritative sources such as books, academic journals and WWW resources. You must reference all the sources you cite. We are interested in your ability to use this information to think critically and analytically about the issues, develop your proposal and make an informed judgement about the important elements of the proposal. Finally, we are looking for your ability to write clearly and to structure your writing in a logical and coherent way.Copyright © Monash University 2012. All rights reserved. Except as provided in the Copyright Act 1968, this work may not be reproduced in any form without the written permission of the host Faculty and School/Department.

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Criteria Excell. (HD) 55 – 60.

V.Good (D) 45 – 54.

Good (credit) 39 – 44

Satisf. (P) 30 – 38

Unsatis. (Fail) <30

Depth of research and coverage of the relevant aspects of the topic under investigation

E VG G S U

Effective use of relevant academic literature, scholarly internet resources and data from credible sources

E VG G S U

Ability to understand, evaluate and integrate information

E VG G S U

Development of logical and well-founded research question

E VG G S U

Appropriate research plan to address research questions

E VG G S U

Understanding of the overall research process and identification of key issues.

E VG G S U

Clarity of writing and quality of English expression.

E VG G S U

Appropriate and full referencing of sources

E VG G S U

Physical presentation of document

E VG G S U

Examination(s) N/A

Assignment submissionHard Copy Submission: Assignments must include a cover sheet. The coversheet is accessible via the Monash portal page located at http://my.monash.edu.au under the heading ‘Learning and teaching tools’ as well as in the Moodle 2 virtual environment. Please keep a copy of tasks completed for your records.

Online Submission: If Electronic Submission has been approved for your unit, please submit your work vie Turnitin, which you can access via links in the my.monash portal.

Extensions and penalties

The due dates for the submission of assignments are given in the previous section. Please make every effort to submit work by the due dates. Students are advised to NOT assume that granting of an extension is a matter of course.

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Policy

All requests for an extension of an assessment deadline must be submitted to the unit co-ordinator (or specified member of teaching staff) who needs to sign and date the assessment coversheet provided.. A student may request a short 2 day extension for short-term illness, clashing deadlines, unforeseen employment obligations, or family circumstances which would not require any documentation. Requests must be received BEFORE the due date of the assessment otherwise penalties will apply. For extensions of 3 or more days, or for sudden illness and unforeseen circumstances affecting final pieces of assessment or exams, Special Consideration should be sought.

Process

It is the duty of students to contact unit co-ordinators in adequate time for a response and to forward all supporting documentation. The student should have their coversheet signed and dated by the unit co-ordinator and then attach it to their submission. You DO NOT have an extension until the coversheet has been signed and dated by the unit co-ordinator.

Late assignment

The Faculty policy for all assignments of 1,000 words or more handed in after the due date without an agreed extension, a five percent penalty applies for the first day of the missed deadline. After that, a subsequent penalty of 2% per day will be applied for the next thirteen calendar days after the due date (including Saturdays and Sundays). No assignment can be accepted after more than fourteen calendar days except in exceptional circumstances and in consultation with your lecturer or tutor. If students face a significant illness or serious issue, it may be that Special Consideration is warranted.

Staff are under no obligation to provide written comments or corrections to assignments that are handed in late and without extension.

Please be advised that as of 2010, the School of Political & Social Inquiry will apply the above penalty to ALL assignments handed in after the due date without an agreed extension (e.g.. regardless of word length).

Returning assignments

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Assignments are returned in class or at a time arranged by the tutor or lecturer.

The school office does not normally return assignments.

Policy

Unless otherwise specified, for all assessment apart from centrally run examinations, students who submit assessment by the due date can normally expect to receive feedback within three semester weeks.

Process

This does not include assessment with approved extensions or that which is handed in after the due date.

Resubmission of assignments

For this unit, resubmission of assignment is not permitted

Referencing requirements

Harvard (in text) referencing

Extensions and penaltiesThe Faculty of Arts policies can be found at:http://www.arts.monash.edu.au/policy-bank/policies/extension-policy.phphttp://www.arts.monash.edu.au/policy-bank/policies/late-assessment-submission.php

The Faculty of Arts Special Consideration Information can be found at:http://www.arts.monash.edu.au/policy-bank/procedures/special-consideration.php

The Faculty of Arts Honours Extension policy can be found at:http://www.arts.monash.edu.au/current/honours/extension.php

The Faculty of Arts Review and Remarking Policy can be found at: http://www.arts.monash.edu.au/policy-bank/policies/review-remarking-policy.php

OTHER INFORMATIONPoliciesMonash has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and to provide advice on how they might uphold them. You can find Monash’s Education Policies at: http://policy.monash.edu.au/policy-bank/academic/education/index.htmlKey educational policies include:

Plagiarism Assessment in Coursework Programs Special Consideration Grading Scale Discipline: Student Policy Academic Calendar and Semesters; Orientation and Transition; and

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Academic and Administrative Complaints and Grievances Policy

LECTURE/WORKSHOP PROGRAM& ESSENTIAL READING LIST

Module 1

WEEK 1: INTRODUCTION TO THE RESEARCH PROCESSDIFFERENT APPROACHES TO RESEARCH AND WHAT, HOW, WHY

Essential Reading:• Babbie (2010) Chapter 1: ‘Human Inquiry and Science’ (pp. 3-27), and Chapter 2: ‘Paradigms, Theory and Social Research’ (pp. 32-59), The Practice of Social Research, 12th Edition, Australia: Wadsworth.

Supplementary Reading:Leedy and Ormrod (2010) Chapter 1: ‘What is Research’ in Practical Research: Planning and Design, Columbus: Pearson.

Ruane, J. M. (2005). Essentials of research methods: A guide to social research, Chapter 1: ‘When Should We Trust What We Know? Why Research Methods’ (pp. 1-15). Malden, MA: Blackwell Publishing Ltd.

WEEK 2: ETHICS IN RESEARCH

Essential Reading:• Babbie (2010) Chapter 3: ‘The Ethics and Politics of Social Research’ (pp. 63-83), The Practice of Social Research, 12th Edition, Australia: Wadsworth.

Supplementary Reading:

Ruane, J. M. (2005). Essentials of research methods: A guide to social research, Chapter 2: ‘Ethics: It’s the Right Thing To Do’ (pp. 16-31). Malden, MA: Blackwell Publishing Ltd.

________________________________________Module 2: Introduction to Quantitative Research________________________________________

WEEKS 3 & 4: INTRODUCTION TO QUANTITATIVE RESEARCH QUANTITATIVE RESEARCH DESIGN (1) Essential Reading:• Babbie (2010) Chapter 4: ‘Research Design’ (pp. 90-112), Chapter 5: ‘Conceptualization, Operationalization, and Measurement’ (pp.125-157), Chapter 9: ‘Survey Research’ (pp. 254-292), The Practice of Social Research, 12th Edition, Australia: Wadsworth.

Copyright © Monash University 2012. All rights reserved. Except as provided in the Copyright Act 1968, this work may not be reproduced in any form without the written permission of the host Faculty and School/Department.

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Supplementary Reading:

Ruane, J. M. (2005). Essentials of research methods: A guide to social research, Chapter 7: ‘Designing Ideas: Research Strategies’ (pp. 92-103, Chapters 3: Some Perfectively Valid Points: Measurment, Internal, and External Validity’ (pp. 32-46), Chapter 4: ‘Measure by Measure: Making the Abstract Concrete’ (pp. 47-60) Malden, MA: Blackwell Publishing Ltd.

WEEK 5: QUANTITATIVE RESEARCH DESIGN (CONT’D) - SAMPLING Essential Reading:• Babbie (2010) Chapter 7: ‘The Logic of Sampling’ (pp. 187-225), The Practice of Social Research, 12th Edition, Australia: Wadsworth.

Supplementary Reading:

Ruane, J. M. (2005). Essentials of research methods: A guide to social research, Chapter 8: ‘An Informative Few: Sampling’ (pp. 104-122). Malden, MA: Blackwell Publishing Ltd.

WEEK 6: QUANTITATIVE DATASUMMARY AND ANALYSIS

Essential Reading: • Babbie (2010) Chapter 14: Quantitative Data Analysis (pp. 4222-445), Chapter 16: ‘Statistical Analysis’ (pp. 467-488), The Practice of Social Research, 12th Edition, Australia: Wadsworth.

Supplementary Reading:

Ruane, J. M. (2005). Essentials of research methods: A guide to social research, Chapter 12: ‘Getting Organized: Descriptive Statistics) (pp. 178-197). Malden, MA: Blackwell Publishing Ltd.

WEEK 7: TEST 1

Essential Reading:

Refer to essential readings and lectures for Week 1-6.

______________________________________Module 3

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________________________________________

WEEKS 8, 9 & 10: INTRODUCTION TO QUALITATIVE RESEARCH WRITING A RESEARCH PROPOSAL DATA COLLECTION METHODS

Essential Reading:• Babbie (2010) Chapter 4: ‘Conceptualization, Operationalization, and Measurement’ (pp.112-121), Chapter 10: ‘Qualitative Field Research’ (pp.295-330), Chapter 11: ‘Unobtrusive Research’ (pp. 332-259), The Practice of Social Research, 12th Edition, Australia: Wadsworth.

Supplementary Reading:

Leedy and Ormrod (2010) Chapter 7: ‘Qualitative Research’ in Practical Research: Planning and Design, Columbus: Pearson.

Ruane, J. M. (2005). Essentials of research methods: A guide to social research, (Chapters 10 & 11, pp. 146-176). Malden, MA: Blackwell Publishing Ltd.

Wang, C. and Burris, M. (1997). Photovoice: Concept, methodology, and use for participatory needs and assessment. Health Education and Behavior, 24, 369-87.

WEEK 11: Test 2

Essential Reading and lectures for weeks 8, 9 and 10

WEEK 12: Submission of research proposal.

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