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This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
This core unit provides a foundational knowledge of social science research. Students will engage with a history of paradigmatic change particularly within educational research to identify their own personal paradigmatic, epistemological, and ontological perspectives. Students will critically engage with significant and contemporary educational research theories and provide analyses of theoretical perspectives to research. The unit provides the opportunity for students to discover what quality’ research means from diverse perspectives, alongside consideration of ethical issues in conducting human research.
On completion of this unit students should be able to:
Students will engage in learning experiences via ECU’s LMS as well as additional ECU learning technologies
Flexible delivery will involve choices of online, mixed mode or on-campus attendance. No required textbook purchases.
GS1 GRADING SCHEMA 1 Used for standard coursework units
| Type | Description | Value |
|---|---|---|
| Research Paper ^ | Identify and critique one theoretical framework used recently within empirical educational research | 50% |
| Assignment ^ | Personal statement about paradigm, epistemology, and ontology and their preferred approach to the nature of social science and educational research. | 50% |
| Type | Description | Value |
|---|---|---|
| Research Paper ^ | Identify and critique one theoretical framework used recently within empirical educational research | 50% |
| Assignment ^ | Personal statement about paradigm, epistemology, and ontology and their preferred approach to the nature of social science and educational research. | 50% |
^ Mandatory to Pass
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Students please note: The marks and grades received by students on assessments may be subject to further moderation. Informal vivas may be conducted as part of an assessment task, where staff require further information to confirm the learning outcomes have been met. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.
Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work as well as any generative artificial intelligence tools that may have been used. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.
Breaches of academic integrity can include:
Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.
ECU's policies and more information about academic integrity can be found on the student academic integrity website.
All commencing ECU students are required to complete the Academic Integrity Module.
In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment Procedure - for more information visit https://askus2.ecu.edu.au/s/article/000001386.
Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment Procedure - for more information visit https://askus2.ecu.edu.au/s/article/000003318.
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