PUB HLTH 7134A - MPH Thesis (Two-Year) Continuing
North Terrace Campus - Semester 1 - 2019
General Course Information
Course Code PUB HLTH 7134A Course MPH Thesis (Two-Year) Continuing Coordinating Unit Public Health Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Contact 1 hour per week (plus up to 47 hours independent research) Available for Study Abroad and Exchange Incompatible PUB HLTH 7119, PUB HTLH 7122A, PUB HTLH 7122B, PUB HLTH 7153 Assumed Knowledge Completed core courses for Master of Public Health Restrictions Available to MPH students only Course Description This course is one where independent research is undertaken under the guidance of a supervisor, with whom the student meets weekly across two semesters (Part A and Part B). The product of the research will be either a thesis of up to 30,000 words or at least two research manuscripts prepared for publication.
Course Coordinator: Associate Professor Paul Rothmore
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Collaborate with colleagues and supervisor(s) in the development, design and execution of a research project. 2 Demonstrate the skills required to conduct independent research, including the ability to obtain data, analyse data and draw inferences and make appropriate conclusions based on the analysis. 3 Select and use an appropriate qualitative and/or quantitative research methodology to investigate a research problem or issue relevant to Public Health. 4 Identify and communicate the ethical dimensions of research and demonstrate the skills and attitudes of an ethical researcher. 5 Use appropriate written and oral communication style and terminology to present evidence-based ideas effectively whether within a research seminar, conference presentation, or via academic writing.
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)
1-5 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
1-5 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
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
1-5 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
4 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 ResourcesAccess to bibliographic databases and peer-reviewed journals and relevant software for analysis.
Learning & Teaching Activities
Learning & Teaching ModesIn this course students will undertake an independent original research project under the guidance of a supervisor. Students will be expected to communicate about their research project in a variety of modalities.
This course is one where independent research is undertaken under the guidance of a supervisor, with whom the student meets fortnightly across two semesters.Where a student has not previously acquired specific skills that support efficient research (eg search strategies, organising data) they will participate in appropriate workshops, courses or on-line learning, early in their period of enrolment.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The research thesis is a 24 unit course in total – each part is a 12 unit course, and this is equivalent to a full-time commitment of one semester (generally 40 hours per week over an extended semester of five months) or half-time over two semesters (20 hours per week over ten months).
Learning Activities SummaryOn-line resources or workshops to assist in the development of preliminary skills (eg Endnote, Word for long documents) will be made available to students to support their research.
Milestones Item Description 1 Research Proposal To be lodged by four weeks prior to the start of the first semester of enrolment 2 Ethics Application If applicable, to be lodged as soon as practical, preferably prior to enrolment 3 Independent Research Undertaken under the guidance of a supervisor 4 Literature Review A literature review of about 4,500 words is to be prepared, to provide context for the research,
and identify the gaps in current knowledge to be addressed in the research
5 Seminar Presentation
A seminar is presented regarding the proposed research and summarising the literature review. 6* Seminar Presentation
In the month before submission for a full-time enrolment, and mid-second semester for a part-time
enrolment, a seminar is presented regarding the research undertaken
7* Written Thesis The results of the research are submitted in the form of either:
a) a thesis of no more than 30,000 words
b) at least two manuscripts suitable for submission to a peer-reviewed journal (between 4000 and 7,000 words depending on the author guidelines for the chosen journal)
Specific Course RequirementsN/A
Small Group Discovery ExperienceN/A
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 Assessment Type Weighting Learning course objective(s) being addressed Research proposal Formative 0% 1-3, 5 Literature review Summative 20% 1-5 Seminar presentation Summative 10% 1-5 Thesis Summative 70% 1-5
Assessment Related RequirementsN/A
Assessment DetailResearch proposal (0%, 750-1000 words, due prior to enrolment in Thesis Part A semester)
A brief outline of the field of the proposed study, the research question to be investigated and the pproach to be taken. The proposal should identify the supervisors, need for ethics approval and possible target journals for manuscripts produced from the research.
Research proposal and literature review presentation (0%, due week 6 of Thesis Part A)
Students will present a 15 minute summary of their research proposal and literature review including research question, hypotheses, approach/methodology and planned analysis.
Literature review (20%, 4,500 words, due Week 12 of Thesis Part A semester)
A literature review of 4,500 words (excluding references) is to be prepared, to provide context for the research, and identify the gaps in current knowledge to be addressed in the research.
Seminar presentation (10%, due Week 10 of Thesis Part B semester)
Students will present a 15 minute summary of their research projects including background, hypotheses, approach/methodology, results and conclusions.
Thesis (70%, due Week 13 of Thesis Part B semester)
Students will submit a report on their research projects including background, hypotheses, approach/methodology, results and conclusions (30,000 word limit), either in the form of a written thesis with multiple chapters, or at least two manuscripts suitable for submission to a peer-reviewed journal (between 4000 and 7,000 words depending on the author guidelines for the chosen journal)
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.
Only the Course Co-ordinator(s) may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.
Marks will be deducted when assignments for which no extension has been granted are handed in late.
All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.
Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.
Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process <https://www.adelaide.edu.au/student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
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.
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 (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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