This course provides an introduction to the main empirical social science methods, types of data, and techniques for collecting social science data. The course will provide students with the skills to apply social science methods to the generation and analysis of data to inform policy, business and service delivery decisions.

Content will cover: overview of main social and behavioural theories (rational choice; nudge and behavioural insights; complexity theory), introduction to research design (observational designs; intervention and experimental designs and action research), techniques for collecting data (quantitative surveys; qualitative interviews; behavioural and experience methods), measurement issues, participatory approaches to research, vulnerable populations, and ethics and privacy considerations.

Learning Outcomes

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

1. discuss in broad terms the main social and behavioural theories and their evidence base;
2. specify a research question that is answerable using empirical methods;
3. propose a clear research design that can provide the information required to inform policy, business and service delivery decisions;
4. understand the assumptions, strengths and limitations of the main techniques for collecting data; and
5. comprehend the particular issues related to researching vulnerable populations.

Research-Led Teaching

This course is an introduction to the main empirical social science methodologies (fixed designs, flexible designs, mixed methods) and data collection methods (notably surveys, and interviews), and types of data. The course will provide students with the skills to apply social science methods to the generation and analysis of data to inform policy and practice. A key focus of the course is how to design and implement surveys and qualitative interviews––especially the writing, crafting, and ordering of crisp questions to obtain accurate and meaningful responses from participants, and to write survey and interview questions through the ethical lens of research merit, respect, justice, and beneficence.

Learning outcomes

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

1. specify research questions that are answerable with empirical methods;
2. propose an appropriate research design that will address the proposed research questions, and explain the rationale for that design
3. understand the strengths and weaknesses of different methods of data collection;
4. construct both a survey and interview guide
5. select the appropriate recruitment and sampling options for their study
6. understand key ethical principles related to their data collection method and the survey/interview questions they develop

By the end of this course, participants should be able to:

• write a brief scoping document that sets out the aims, research questions, research design and method(s);
• develop a survey with clear questions and survey routing;
• develop an interview guide for one-to-one interviews or group interviews (in-person & online);
• critically review survey instruments, and suggest improvements;
• critically assess different research designs and methods, and survey and interview questions; and
• understand the rationale for the use of different research methods and types of data

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

As set out in the Syllabus on Wattle

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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Course overview and core concepts
2	Framing RQs, research designs; sampling; recruitment, incentives
3	Human Research Ethics for surveys and interviews
4	Survey design, writing survey questions, and implementation	Assessment 1: Concept Brief (the pitch)
5	Online surveys
6	Qualitative interviews: one-to-one & group; in-person and online
7	Student-led sessions (3 topics)	Assessment 2: Lead a Research Concept Session (weeks 7-12)Assessment 3: Weekly reaction papers (500 words each week: week 7-12)
8	Student-led sessions (3 topics)	NB Anzac Day (Make-up class or online work to be offered)
9	Student-led sessions (3 topics)
10	Student-led sessions (3 topics)
11	Student-led sessions (3 topics)
12	Student-led sessions (3 topics)	Assessment 4: Provide survey questions & interview guide questions
13
14
15

Tutorial Registration

Not applicable

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Concept Brief	10 %	13/03/2023	20/03/2023	1,2
Student-led research concept session	20 %	18/04/2023	25/04/2023	1,2,3,4,5,6
Weekly reaction papers (N=6)	30 %	17/04/2023	18/04/2023	1,2,3,4,5,6
Designing fieldwork and research instruments	40 %	23/05/2023	30/05/2023	4

* 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.

Participation

Students are expected to attend classes each week and submit all assessments as a core requirement of this course.

Examination(s)

N/A

Assessment Task 1

Concept Brief

Word limit (where applicable): 1000 words

Value: 10% of final grade

Due date: Wednesday 13 March, 2024, 11.59pm, via Turnitin on Wattle

The purpose of this document is to obtain approval to progress the project to the scoping stage. This document forces researchers to be clear about their research aim(s), research questions, methods. In real-world research, scoping documents are critical for gaining buy-in from key stakeholders. It is an essential element in a social researcher’s skillset for conceptualising new research initiatives, and is used by universities, government agencies and other organisations when assessing a project’s merits.

You are required to submit a concept BRIEF outlining the following:

1.    Project title (< 20 words)

2.    Background/Setting the scene [optional]

3.    Statement of the ‘problem’

4.    Rationale for the study

5.    Aim(s)

6.    Research questions

7.    Method

Assessment Task 2

Student-led research concept session

Value: 20% of final grade

Due date: Thursdays, Weeks 7-12: Thursday 18th April - 23 May 2024

Details of task: In the second half of the course, students are required to run a session based on a topic in Table 1 in the Syllabus on Wattle (or a topic of their choice related to their project and this course). Table 1 in the syllabus contains 20 potential topics and at least 2 convenor-supplied core readings for each topic. These readings can be changed by the student(s) leading the session. Sessions can be led by one student (1 hour) or by groups of students (2–3 hours). Sessions should include coverage of core readings, with the addition of extra depth beyond the convenor-supplied core readings, engaging tasks for the class to undertake, and class discussions. The exact format and approach taken by presenters is open to the creativity of your imagination. Feel free to discuss ideas with the course convenor. 

Assessment Task 3

Weekly reaction papers (N=6)

Word limit (where applicable): 500 words per reaction paper

Value: 30 percent of final grade

Due dates: 17 April–22 May 2024 (night prior to each class: i.e. Wednesdays by 11.59 pm)

Details of task: To assist in peer-learning and development, each student in the class will write a short reaction paper on one of the three presentations they hear each week and submit this prior to each session (see Assessment 3).

To ensure the everyone has some knowledge of the topic for each student-led session, the class will be provided with 2-4 references on the topic(s) under discussion each week (see Table 1 in the syllabus). Prior to each week’s class, students need to have read at least one of the core readings for that class and then write a brief reaction paper comprising 500 words (+/- 50 words). This needs to be submitted by 11.59pm the night prior to each class.

Reaction papers are not a formal piece of writing: they are simply your reactions to one or two of the readings for class for each topic. That said, it should be coherently structured, well written, and include standard author-date referencing of sources. When approaching each reaction paper, initially you might focus on, for instance: (a) the key take-home message for you; (b) whether you agree or disagree with any of the ideas and why; (c) whether any ethical issues were raised for you and why; (d) whether the issues changed your thinking one way or another; or (e) some other angle of your choice.

For each reaction paper, marks out of 5 will be based on: point(s) of interest, depth of analysis within the word limit, critical analysis (i.e., whether you can contrast with different perspective or add depth to the ideas in the readings).

Objectives of this piece of assessment

The main goals of this piece of assessment is to provide flexibility for students to engage critically with subject content, according to student’s interest areas (either existing or emergent areas of interest). Moreover, the assessment is designed to (a) progressively add to your knowledge on a relevant topic over several weeks; and (b) provide a platform for sufficient pre-class preparation so that students can actively participate in weekly class discussions. Lastly, reaction papers are a low stakes opportunity (i.e., 5% each) for you to explore topics of interest with assessment ongoing in small chunks in the second half of the course.

Assessment Task 4

Designing fieldwork and research instruments

Value: 40% of final grade

Due dates: 27 May 2024

Details of task: The final assessment is the development of a set of survey questions and an interview guide. A researcher’s ability to write good questions directly impacts on the quality, reliability, and validity of the data collected. It ensures that the data collected effectively captures the information needed to address a study’s research aims while respecting ethical considerations and promoting participant engagement.

A fundamental insight from the field of statistics is that rather than spend hours trying to find the best statistical technique to deal with suboptimal data, it is far better to collect good data in the first instance. Data analysts need to be able to understand the nature of the survey or interview questions that have been asked, and the ways in which the quality of the data can reflect the quality of the survey/interview questions. No amount of massaging of the data or advanced statistical analysis can improve the quality of the original data.

 

Objectives of this piece of assessment

·      To demonstrate that students appreciate the challenges of writing or obtaining good survey/ interview questions, and are able to find or craft good questions themselves.

·      To demonstrate that students are able to write survey and interview questions in an ethically mindful manner--that latter will vary by research setting, context, method, and target participants.

This assessment should comprise a brief overview of your project (drawing on your concept brief) and two appendices: (a) survey questions (~25–30 questions, with at least 3 pathways for different groups); and (b) interview guide (n=8-12 questions). The nature and order of the questions should reflect procedural ethics and research integrity. A single pdf document should be submitted in Turnitin.

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

Not applicable

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• 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.

Returning Assignments

Student work will be returned via Wattle.

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.

Resubmission of Assignments

There is no resubmission of assignments in this course.

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 undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students