This course is a graduate-level introduction to empirical research in public policy. Designed for PhD students who are beginning their dissertation projects, the aim of the course is to give students the tools to pose focused research questions, develop answers with theoretical frameworks, formulate and re?ne concepts, construct valid and reliable measures, and ?nally to gather data. While other methodology courses teach students how to analyse data, this course emphasises the process of developing research questions and gathering high quality data for answering them. Particular attention is directed to problems, and strategies related to “small-n” qualitative research, for the most part setting aside the techniques of experimental, quasi-experimental as well as correlational analysis.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Distinguish between di?erent styles of social science research based on ontological and epistemological foundations in the philosophy of science.
2. Formulate research questions, develop hypothesis/arguments and choose proper research design in its support.
3. Show fluency in appraising strengths and weaknesses of existing methodological approaches in regard to systematic ways to make causal inferences and interpret data.
4. Demonstrate thesis relevant knowledge of commonly used methodological tools in empirical research, including experimental and quasi-experimental designs, comparative analysis, Qualitative Comparative Analysis (QCA), process tracing, as well as basic understanding of quantitative and qualitative data collection techniques (e.g. surveys, interviews, content analysis etc.
5. Develop a first draft of a Thesis Proposal Review (TPR) based on the research design elements discussed in class.

Research-Led Teaching

The class will be guided and directed by the research project of the student, complemented by the class content and research examples given by the course convenor.

Field Trips

N/A

Additional Course Costs

N/A

Required Resources

There is no official textbook for either module of POGO 9097; instead we will draw on different readings for each lecture. Most of the readings for the class are drawn from books that are placed on closed reserve in the library. That said I would encourage you to consider purchasing the books listed below (highly recommended) as a permanent resource for your ongoing PhD research.

In relation to the ‘Recommended Readings’ lists, these are sometimes lengthy but offer a range of useful readings for you to choose from. I strongly encourage you to read from the recommended readings during the course, however, they are predominantly there for your use as you continue to develop your research design and choose methods.

Highly recommended (for purchase, and best read in conjunction):

 

·      Brady, HE & Collier, D (eds) 2010, Rethinking Social Inquiry: Diverse Tools, Shared Standards (2nd edition), Rowman & Littlefield Publishers, Lanham, Maryland. [Provides different views on where the debate has moved to since KKV.] On reserve in Chifley Library.

·      Gerring, J 2012, Social Science Methodology. A Unified Framework (2nd edition), Cambridge University Press, Cambridge. [A comprehensive compendium – read against Goertz/Mahoney.] Available online via ANU Library: here.

·      Goertz, G & Mahoney, J 2012, A Tale of Two Cultures. Qualitative and Quantitative Research in the Social Sciences, Princeton University Press, Princeton. [On the distinctness of qualitative and qualitative approaches.] On reserve in Chifley Library.

·      King, G, Keohane, RO & Verba, S 1994, Designing Social Inquiry: Scientific Inference in Qualitative Research. Princeton University Press, Princeton. [A classic.] On reserve in Chifley Library.

·      Remler, DK & Van Ryzin, GG 2011, Research Methods in Practice: Strategies for Description and Causation, Sage Publications, Thousand Oaks. [A comprehensive textbook with focus on public policy issues.] On reserve in Chifley Library.

Recommended Resources

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.

Staff Feedback

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

Student Feedback

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.

Other Information

CRAWFORD ACADEMIC SKILLS

The Crawford School of Public Policy has its own Academic Skills team dedicated to helping students to understand the academic expectations of studying at Crawford and succeed in their chosen program of study. Through individual appointments, course-embedded workshops and online resources, Crawford Academic Skills provides tailored advice to students keen to develop their academic reading, thinking, planning, writing, and presentation skills.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	February 22, 2024Part 1: Overview of the Course; Getting to Know Each Other, Clarifying ExpectationsPart 2: Introduction to the Discipline; The Idea of Social Science, Philosophy of Science (Basics)	Lecture/Class Discussion, 9:30am-12pmStudent Panel, 11:30-12:30
2	February 29, 2024Philosophy of Science: Positivism	Lecture/Class Discussion, 9:30am-12pm
3	March 7, 2024Philosophy of Science: Interpretivism	Lecture/Class Discussion, 9:30am-12pm
4	March 14, 2024Basics of Methodology I: Motivating Research & Asking Questions; Debates about Styles and Goals of Research	Lecture/Class Discussion, 9:30am-12pm**Short Note 1 Due March 18**
5	March 21, 2024Basics of Methodology II: Principles of Causal Thinking, Theory and Hypothesis	Lecture/Class Discussion, 9:30am-12pm
6	March 28, 2024Elements of Empirical Enquiry: Concept Formation and Measurement	Lecture/Class Discussion, 9:30am-12pm**Short Note 2 Due March 25**
7	April 18, 2024Research Design Issues I: Causality and Causal Inference; Experimental Design	Lecture/Class Discussion, 9:30am-12pm
8	April 26, 2024Research Design Issues II: The Comparative Method	Lecture/Class Discussion, 9:30am-12pm
9	May, 2 2024Research Design Issues III: Case Studies: Case Selection, Process Tracing, Within Case Analysis	Lecture/Class Discussion, 9:30am-12pm
10	May 9, 2024Research Design Issues IV: Data Collection Observational/Non-Observational design	Lecture/Class Discussion, 9:30am-12pm
11	May 16, 2024Research Design Issues V: Data Collection - Quantitative	Lecture/Class Discussion,9:30am-12pmGuest Lecture (TBC)
12	May 23, 2024The Practice of Social Science research / Towards a Unified Approach? / Mixed methods	Lecture/Class Discussion*Group Presentation May 30 ***Final Paper Due June 10**

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Class and Tutorial Participation	15 %	*	29/05/2024	1,2,3,4,5
Formulating Research Questions (Short Note 1)	20 %	18/03/2024	21/03/2024	1
Formulating Research Hypothesis (Short Note 2)	20 %	25/03/2024	28/03/2024	1,2,3,4
Final TPR Draft Paper	45 %	10/06/2024	27/06/2024	1,2,3,4,5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

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

Assessment Requirements

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.

Assessment Task 1

Class and Tutorial Participation

Attendance and active participation in both class sessions and guest lectures are mandatory for successful completion of this course. Learning is an engaged and participative process; hence, it is imperative to arrive prepared to engage in discussions on the weekly course material. To assist in your preparation, pertinent themes and questions for each week are outlined in the syllabus. It's highly recommended to contemplate these themes and additional queries before attending class sessions regularly. Upon attending, be ready to address the following questions pertaining to the assigned readings:

1. Major Themes: Identify and discuss the primary themes highlighted in the readings.
2. Clarification Queries: Pose questions seeking clarification on any aspects of the reading material that are unclear or require further explanation.
3. Critical Analysis: Offer criticisms or alternative viewpoints on the arguments presented in the readings.
4. Contribution to Research Design Understanding: Evaluate and elucidate how the reading material contributes to enhancing your comprehension of research design principles and methodologies.

Preparing to respond to these questions will not only facilitate your engagement during class discussions but also deepen your understanding of research design concepts covered in the course.

Assessment Task 2

Formulating Research Questions (Short Note 1)

Students must submit four concise assignments designed to aid their comprehension of essential aspects of the research process. Each assignment should encompass 1-3 pages of thoughtful written content focusing on a particular topic covered in class.

Short Note #1 entails:

• Formulating a comprehensive research question.
• Crafting a series of sub-research questions.
• Reflecting on the research question(s), emphasizing their significance and potential innovation.

When executed effectively, these assignments will serve as the cornerstone for developing your research design.

Assessment Task 3

Formulating Research Hypothesis (Short Note 2)

Students are tasked with submitting four succinct assignments designed to facilitate their comprehension of fundamental research process components. Each assignment necessitates 1-3 pages of well-considered written content centered around a particular topic covered in class.

Short Note #2 entails:

• Constructing a research hypothesis.
• Deliberating on methodologies to test or explore research hypotheses.
• Choosing an appropriate research technique.

When executed thoroughly, these assignments will form the bedrock for constructing your research design.

Assessment Task 4

Final TPR Draft Paper

Each student is required to compose a 6000 words research design paper, emulating the structure of a TPR document. This paper should articulate a research question and delineate a plan for acquiring the necessary data to address that question. Reflecting upon the semester content, your paper should encompass the following aspects:

1. State of Scholarly Knowledge: Review the existing scholarly literature on the subject to comprehend the current state of knowledge.
2. Research Question and Context: Define your research question, elucidate its connection to prior research, and underscore its significance and interest.
3. Hypotheses: Present potential answers or hypotheses pertaining to the research question.
4. Conceptual Identification: Identify the concepts crucial for investigating these hypotheses.
5. Measurement and Data Collection: Describe the methodology for measuring these concepts and gathering relevant data.
6. Validity and Reliability: Address potential threats to validity and reliability in the research design and propose strategies to mitigate them.
7. Anticipated Data Collection Challenges: Predict challenges in data collection and outline measures to address these challenges.
8. Data Analysis Challenges: Foresee challenges in data analysis and propose strategies to tackle these issues effectively.

By addressing these components comprehensively, your research design paper will form a structured plan for investigating your research question while considering various methodological and analytical aspects. It will form the basis for the actual Thesis Proposal Review.

Academic Integrity

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.

Online Submission

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.

Hardcopy Submission

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.

Late Submission

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.

Referencing Requirements

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.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

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 all ANU students