EDUC 7054 - Research Design

North Terrace Campus - Winter - 2022

This course provides an introduction to all elements of designing a research project from developing a researchable question to ethical issues. It supports students in becoming critical consumers of research and provides strategies for searching for and critiquing literature. It also provides guidance on writing a research proposal.

  • General Course Information
    Course Details
    Course Code EDUC 7054
    Course Research Design
    Coordinating Unit School of Education
    Term Winter
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange Y
    Incompatible EDUC 7001
    Assessment Research proposal (60%), Reflective blogs (20%), Seminar presentation 20%
    Course Staff

    Course Coordinator: Dr Lynda MacLeod


    Associate Professor Edward Palmer
    School of Education
    The University of Adelaide
    Adelaide SA 5005
    Phone: +61 8 831 36036
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to: APST (Graduate)*
    1 Evaluate and synthesize research materials to identify relevant areas for research 6.4, 7.4
    2 Convey research goals clearly in a variety of formats 6.4
    3 Interact and network effectively with peers in a team environment 6.3
    4 Demonstrate an understanding of ethical research considerations 7.1
    5 Demonstrate an understanding of quantitative and qualitative research methodologies 6.4
    *Australian Professional Standards for Teachers (Graduate Level). Relevant only to Initial Teacher Education program students
    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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.


    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.


    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.


    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    3, 4

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.


    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

  • Learning Resources
    Required Resources
    The required reading for this course is:

    Research Design: Qualitative, Quantitative and Mixed Methods Approaches, 5th Edition (2018) by Joan W. Creswell and J David Creswell.

    Hard copies are available in the library and there is a copy in Reserve.

    The companion website to the text is available at and provides free access a range of valuable resources.
    Recommended Resources
    This text is highly recommended 

    • Cohen, Manion & Morrison (2011), Research Methods in Education, 7th Edition, Routledge.
    Additional resources are also available at the website for this book:
  • Learning & Teaching Activities
    Learning & Teaching Modes
    There is no compulsory textbook for this course. Rather students will be required to read selected literature on key research design processes covered in the course and disciplinary texts as appropriate. Key texts will be available on MyUni.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This is an intensive Summer Semester course taught over two weeks. The full timetable of all activities for this course can be accessed from Course Planner.

    Contact hours for the course is:
    Week 1 Lectures: 2 x 2 hours 4 hours
    Seminars: 2 x 6 hours 12 hours
    Week 2 Lectures: 2 x 2 hours 4 hours
    Seminars: 2 x 6 hours 12 hours
    Please note: There is corresponding additional workload outside of class time
    Learning Activities Summary
    Day Topic Learning Outcomes APST (Graduate)*
    1 The Nature of Research 1 6.4, 7.4
    1 Research in Groups 1,2,3 6.3, 6.4, 7.4
    1 Research Questions and Hypotheses 1,2 6.3, 6.4, 7.4
    2 Literature Reviews 1 6.4
    2 Research Methods and Ethics 1,4 7.1
    2/3 Quantitative Approaches to Research 1,4,5 6.4, 7.1
    2/3 Qualitative Approaches to Research 1,4,5 6.4, 7.1
    3/4 Presentations 2,3 6.4
    3/4 Research Methods 3,4,5 6.4, 7.1
    4 Research Analysis 1 2,5 6.4
    4 Research Analysis 2 2,5 6.4
    4 Research Proposal Reviews 3 6.3
    *Australian Professional Standards for Teachers (Graduate Level). Relevant only to Initial Teacher Education program students
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome APST (Graudate)*
    Research proposal Summative 50% 1, 2, 4 6.3, 6.4
    Group (oral) presentation Summative 30% 1, 2, 3, 4, 5 6.2, 6.3, 6.4
    Discussion forum and online quizzes Summative 20% 3, 4, 5 7.1, 7.4
    *Australian Professional Standards for Teachers (Graduate Level). Relevant only to Initial Teacher Education program students
    Assessment Detail

    No information currently available.


    No information currently available.

    Course Grading

    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.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    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 ( 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.

  • Student Support
  • Policies & Guidelines
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