ECON 7109 - Economics Research Project
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code ECON 7109 Course Economics Research Project Coordinating Unit School of Economics Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 2 hours per week Available for Study Abroad and Exchange Y Restrictions Available to PGCW Economics students only Course Description Each student is to undertake an individual research project that exhibits original investigation analysis and interpretation. A possible project is the development of a research proposal for the Master thesis.
Course Coordinator: Dr Florian Ploeckl
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesThe purpose of the dissertation is to encourage students to undertake independent economic research and to foster research-related skills, which should benefit future study and employment.
On successful completion of this dissertation, students will be able to:
- Demonstrate specialist knowledge in the area of their research.
- Demonstrate the ability to initiate research and to formulate viable research questions.
- Demonstrate the capacity to design, conduct and report sustained and original research.
- Demonstrate the ability to evaluate and synthesize research-based and scholarly literature.
- Present research findings and argument in a suitably structured and sequenced thesis that conforms to protocols of academic presentation and research practice.
- Demonstrate the ability to critique literature and conduct analyses at a Masters level.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,4,5,6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1,4,5,6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2,3,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1,4,6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2,5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesWritten projects must include a bibliography. Since different journals use different methods, it is necessary to choose one method and stick to it consistently. For some guidance concerning bibliographical methods, consult one or more of the references listed in the Barr Smith Library subject catalogue under the heading "Dissertation, Academic"; for example, Kate L. Turabian, A Manual for Writers of Dissertations.
Students are recommended to consult the Writing Centre at the University for writing and language questions.
Learning & Teaching Activities
Learning & Teaching ModesUnlike standard coursework, research is a relatively unstructured activity. Student must self pace and self monitor their own progress. One to one guidance is provided in supervision sessions. Regularity of supervision will be set in accordance with their supervisor. A regular schedule would be a meeting at least once every 2 weeks.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Learning Activities Summary
Teaching & Learning Activities Related Learning Outcomes Student supervision 1-6
Specific Course RequirementsThe project usually takes the form of a critical assessment of a journal article, formal working paper, book or other suitable object like a particular policy issue. To write this critical assessment, students need to carry out background reading, review references listed in the paper and identify other related works. The student is expected to clearly locate the specific paper being examined within the body of literature, as well as demonstrate an understanding of the theoretical and/or empirical material in the paper, provide a critical assessment and discuss research or policy implications.
An alternative possibility is that the research project takes the form of an academic research proposal, which can be the basis of a Master or Doctoral dissertation later on.
Students are responsible for proposing the topic of the dissertation, although they are encouraged to discuss their area of interest and ideas for a selection of the main work with the Program Coordinator or relevant faculty members. Students have to formally submit a proposal not later than one week before the semester to the Program Coordinator, who then assists with the identification of a suitable advisor.
Approval by the Program Coordinator and supervisor has to be granted before the start of the semester.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Due Date/ Week Weight Length(Word,Time) Learning Outcomes Final Dissertation - Research Project Week 13 100% 2000 - 5000 words 1-6
Assessment DetailThe standard of English expression is expected to be high. Students may wish to consult references listed in the subject catalogue of the Barr Smith Library under the heading "Style, Literary". While supervisors will offer reasonable assistance, the writing of a dissertation is the student’s task and students must not expect the supervisor to convert careless or poor prose into good English.
SubmissionThe length of the research project is determined in conjunction with the supervisor and course coordinator, but is typically within the 2000 to 5000 word range.
There should be a title page showing:
The declaration includes the signature and date and the following paragraph. "Except where appropriately acknowledged this thesis is my own work, has been expressed in my own words and has not previously been submitted for assessment."
There should be a brief (less than 1 page) abstract preceding the text of the project. This should indicate the aims, scope and conclusions of the project, as well as the word count.
The project must also include a bibliography. See under Recommended Resources above.
The exact submission date and procedure will be posted on MyUni before the start of the semester.
The supervisor will mark the research project
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.In assessing theses, examiners look for the following attributes. Depending on the format of the thesis not all of these criteria are appropriate in each case.
1. Topic; is it well-defined, justified, and suitably motivated?
2. Structure; is it logical, coherent, and well explained?
3. Literature context; does the dissertation exhibit knowledge about the larger literature?
4. Understanding; is a thorough understanding of the methods and tools used in the literature evident?
5. Independent thought; does the analysis demonstrate originality and independent thought?
6. Conclusions; are conclusions and implications clearly drawn and are the limitations of the study identified?
7. Quality of presentation, is the language clear and understandable, is the use of tables, diagrams and other figures appropriate and well executed, and are formal conventions like footnoting and referencing followed?
The dissertation excels across most of the range of the described attributes and shows at least high competency in all of them
Percentage Range: 85-100
The dissertation will be at least highly competent across the attributes, and probably excel in at least one of them. Relative weaknesses in some areas may be compensated by conspicuous strengths in others
Percentage Range: 75-84
The dissertation will show competency across most of the attributes, though may have inadequacies in a few of them
Percentage Range: 65-74
The dissertation contains some serious inadequacies. However, to obtain a pass rather than a fail the dissertation must show some understanding of research topic and evidence of independent analysis.
Percentage Range: 50-64
A fail is a rare result, given when the student displays little understanding of the relevant economic ideas, and fails to meet the criteria for a pass.
Percentage Range: less than 50
Final results for this course will be made available through Access Adelaide.
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SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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