- Class Number 2007
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery Online
- Dr Joe Cropp
- Dr Joe Cropp
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
This course provides a guide to the processes and methods of social research, with emphasis on qualitative rather than quantitative research, and on the kinds of research questions and environments that researchers are liable to encounter in development work. The research process can be considered to be divided into four phases: Formulating Research Questions (and dealing with research requests), Gathering Data, Analysing Data, and Writing Up. This course focuses especially on the Gathering Data phase. We will explore, and pay critical attention to, certain 'rapid assessment' methods and tools that have become standard in many kinds of development work in the last two to three decades. These tools are used to map or document the varied relationships between members of local communities and their environmental, social and cultural resources. We will explore the concept of 'participation' that underlies those tools. We will consider differences and similarities between these participatory development tools and standard anthropological methods. Throughout, we will keep in mind questions of research ethics, kinds of knowledge and observation, and the politics, conflicts and dynamics of research with and within local communities.
Upon successful completion, students will have the knowledge and skills to:
- explore and compare the formulation of research questions in the social sciences and in development;
- utilise a range of basic (largely qualitative) data-collection methods used in the social sciences and in development work and awareness of practical and critical issues in the use of these methods; and
- explore a range of ethical issues relevant to social research.
Research into the everyday practice of aid workers and on-going employment in the humanitarian sector underpin my [Joe Cropp’s??] teaching. This dual experience helps to develop students’ ability to carry out relevant research, and provides for immediate examples in both academic inquiry and professional practice.
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction to social analysis and community politics|
|2||Political dimensions of research: gatekeepers and change|
|3||Research ethics||(on-line forum)|
|4||Gathering Data Rapidly: PRA/RRA|
|5||Gathering data non-rapidly: ethnographic research and participant observation|
|6||Focus Groups and Interviews||Teaching Break; Minor Essay Due 1 April 5 PM (AEST)|
|7||Social Surveys & Questionnaires|
|8||Social Surveys & Questionnaires (cont.)||(Workshop on-line forum)|
|9||Case Study: Participatory Ethnographic Evaluation Research (PEER)|
|10||Case Study: Population Census, Household Surveys and UNDP’s Multidimensional Poverty Index|
|11||Case study: Social Mapping - beyond sites and territory (development, transitory populations and social research)|
|12||Data Analysis, Fieldnotes & community engagement||Major Essay Due Friday 3 June 5 PM (AEST)|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|1||10 %||*||*||1, 2, 3|
|2||40 %||01/04/2021||15/04/2021||1, 2|
|3||50 %||03/06/2021||18/06/2021||1,2, 3|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Tutorials are held each week, except for two weeks when we will run the class in an online discussion forum workshop-style format. The tutorial is meant to be an informal, cordial, yet informed collective and individual learning process regarding different topics discussed throughout the semester. All students must do the required readings for each week. Students are expected to actively participate by asking questions, make comments and engage in conversation. Hence, simply attending tutorials does not amount to participation. The quality of contributions is far more important than quantity. Students are expected to demonstrate a critical engagement with the readings as well as the broader topics discussed in the tutorial. Repeated comments that are off-topic and do not demonstrate an engagement with the unit material (although unlikely to be penalised) will not be rewarded with any marks. Students are also expected to contribute in a positive manner. Although well-informed debate and discussion is encouraged, this must at all times be taking place in a collegial and respectful manner. Please note that up to two absences from tutorials (or forums) will not impact your participation grade.
Assessment Task 1
Learning Outcomes: 1, 2, 3
Details of Task:
Tutorials are held each week, except for two weeks when we will run the class in an online discussion forum workshop-style format. The tutorial is meant to be an informal, cordial, yet informed collective and individual learning process regarding different topics discussed throughout the semester. All students must do the required readings for each week. Students are expected to actively participate by asking questions, make comments and engage in conversation. Hence, simply attending tutorials does not amount to participation. The quality of contributions is far more important than quantity. Students are expected to demonstrate a critical engagement with the readings as well as the broader topics discussed in the tutorial. Repeated comments that are off-topic and do not demonstrate an engagement with the unit material (although unlikely to be penalised) will not be rewarded with any marks. Students are also expected to contribute in a positive manner. Although well-informed debate and discussion is encouraged, this must at all times be taking place in a collegial and respectful manner. Please note that up to two absences from tutes (or forums) will not impact your participation grade. Absences beyond that may be excused, subject to the provision of a medical certificate, or equivalent, which must be emailed to the course convenor before class.
Assessment Task 2
Learning Outcomes: 1, 2
Purpose of assignment:
To demonstrate students’ engagement with the literature on research methodology; to show their understanding of methods and their applications, and their ability to make critical assessment of these; and to show that they can communicate clearly in writing in an academic format.
Word length: 2500 words. Note: word length is exclusive of bibliography and can be within the margin of 10%.
Assessment Task 3
Learning Outcomes: 1,2, 3
Purpose of assignment:
The major essay gives students the opportunity to apply the methodological and analytical tools covered throughout the semester through reviewing a major piece of research pertaining to development which utilizes at least one of the research approaches covered in week 7-12.
A detailed assessment guideline is provided in wattle. Word length: 3500 words
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Access and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
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Humanitarianism, humanitarian protection, development and conict, ethics of development, ethnographic research and writing.
Dr Joe Cropp
Dr Joe Cropp