Recommended Study Sequence

The main focus of this unit is on understanding how a research problem is identified, how literature in a research area is critically evaluated and how a comprehensive research proposal is formulated. The unit is primarily designed to assess the "research readiness" of the students. The overarching goal of this unit is to develop a critical spirit of inquiry by providing a structured and systematic way of thinking about writing a comprehensive research proposal. It allows students to become familiar with the requirements of thesis writing from an early stage. The unit provides students with the opportunity to engage in a structured literature review to assist in selecting an appropriate research topic. The unit also develops an appreciation for ethical issues in research in higher degrees. Key assessment criteria include writing a critical evaluation of research papers from the literature within a chosen topic, writing and presenting a defensible research proposal.

The main focus of this unit is on understanding how a research problem is identified, how literature in a research area is critically evaluated and how a comprehensive research proposal is formulated. The unit is primarily designed to assess the "research readiness" of the students. The overarching goal of this unit is to develop a critical spirit of inquiry by providing a structured and systematic way of thinking about writing a comprehensive research proposal. It allows students to become familiar with the requirements of thesis writing from an early stage. The unit provides students with the opportunity to engage in a structured literature review to assist in selecting an appropriate research topic. The unit also develops an appreciation for ethical issues in research in higher degrees. Key assessment criteria include writing a critical evaluation of research papers from the literature within a chosen topic, writing and presenting a defensible research proposal.

The main focus of this unit is on understanding how a research problem is identified, how literature in a research area is critically evaluated and how a comprehensive research proposal is formulated. The unit is primarily designed to assess the "research readiness" of the students. The overarching goal of this unit is to develop a critical spirit of inquiry by providing a structured and systematic way of thinking about writing a comprehensive research proposal. It allows students to become familiar with the requirements of thesis writing from an early stage. The unit provides students with the opportunity to engage in a structured literature review to assist in selecting an appropriate research topic. The unit also develops an appreciation for ethical issues in research in higher degrees. Key assessment criteria include writing a critical evaluation of research papers from the literature within a chosen topic, writing and presenting a defensible research proposal.

The main focus of this unit is on understanding how a research problem is identified, how literature in a research area is critically evaluated and how a comprehensive research proposal is formulated. The unit is primarily designed to assess the "research readiness" of the students. The overarching goal of this unit is to develop a critical spirit of inquiry by providing a structured and systematic way of thinking about writing a comprehensive research proposal. It allows students to become familiar with the requirements of thesis writing from an early stage. The unit provides students with the opportunity to engage in a structured literature review to assist in selecting an appropriate research topic. The unit also develops an appreciation for ethical issues in research in higher degrees. Key assessment criteria include writing a critical evaluation of research papers from the literature within a chosen topic, writing and presenting a defensible research proposal.

This unit aims for postgraduate students to apply scientific methods to a variety of research situations and questions; to understand the range of ways in which additions to knowledge in the applied sciences are initiated, validated and communicated and to prepare and trial research designs best suited to the particular type of issue each student wishes to address. The unit is taught through self-paced, self-directed learning. Class contact will be a three-day workshop, in the first and second half of session, respectively. Students will have the opportunity to field test their own research design.

In this unit, you will be introduced to various schools of research and be encouraged to think eclectically about exploration and investigation within your own interest areas. Rather than think of methods, for example, as quantitative or qualitative, this class will encourage you to work from the problem out. In other words, you will be asked to identify what it is you wish to know about, then develop a methodological approach that can best answer that question. This unit uses experiential learning reinforced by propositional and practical learning. While you are still a 'learner' creating new knowledge and abilities for yourselves, this unit goes a step further as you attempt to become a 'researcher'. As a researcher you will be attempting to create new knowledge not only for yourself, but for others as well. The unit's design is based on the readings, workshops and your own problem solving skills. Your own areas of interest will provide the theme for your learning in this unit.

This unit aims for postgraduate students to apply scientific methods to a variety of research situations and questions; to understand the range of ways in which additions to knowledge in the applied sciences are initiated, validated and communicated and to prepare and trial research designs best suited to the particular type of issue each student wishes to address. The unit is taught through self-paced, self-directed learning. Class contact will be a three-day workshop, in the first and second half of session, respectively. Students will have the opportunity to field test their own research design.

In this unit, you will be introduced to various schools of research and be encouraged to think eclectically about exploration and investigation within your own interest areas. Rather than think of methods, for example, as quantitative or qualitative, this class will encourage you to work from the problem out. In other words, you will be asked to identify what it is you wish to know about, then develop a methodological approach that can best answer that question. This unit uses experiential learning reinforced by propositional and practical learning. While you are still a 'learner' creating new knowledge and abilities for yourselves, this unit goes a step further as you attempt to become a 'researcher'. As a researcher you will be attempting to create new knowledge not only for yourself, but for others as well. The unit's design is based on the readings, workshops and your own problem solving skills. Your own areas of interest will provide the theme for your learning in this unit.

The main focus of this unit is on understanding how a research problem is identified, how literature in a research area is critically evaluated and how a comprehensive research proposal is formulated. The unit is primarily designed to assess the "research readiness" of the students. The overarching goal of this unit is to develop a critical spirit of inquiry by providing a structured and systematic way of thinking about writing a comprehensive research proposal. It allows students to become familiar with the requirements of thesis writing from an early stage. The unit provides students with the opportunity to engage in a structured literature review to assist in selecting an appropriate research topic. The unit also develops an appreciation for ethical issues in research in higher degrees. Key assessment criteria include writing a critical evaluation of research papers from the literature within a chosen topic, writing and presenting a defensible research proposal.

The main focus of this unit is on understanding how a research problem is identified, how literature in a research area is critically evaluated and how a comprehensive research proposal is formulated. The unit is primarily designed to assess the "research readiness" of the students. The overarching goal of this unit is to develop a critical spirit of inquiry by providing a structured and systematic way of thinking about writing a comprehensive research proposal. It allows students to become familiar with the requirements of thesis writing from an early stage. The unit provides students with the opportunity to engage in a structured literature review to assist in selecting an appropriate research topic. The unit also develops an appreciation for ethical issues in research in higher degrees. Key assessment criteria include writing a critical evaluation of research papers from the literature within a chosen topic, writing and presenting a defensible research proposal.

Introduction to Honours Research is an intensive introduction to both theoretical and practical aspects of honours research and writing in the humanities and communication studies.

This unit continues the work undertaken in Introduction to Honours Research an examines a range of research methods and styles relevant to the production of academic theses and essays in the humanities. Areas covered include: philosophy, literary theory and semiotics, cultural studies, history, politics, and social theory.

This unit is a Business Research Skills unit for students who are undertaking or planning to undertake the Bachelor of Business Honours program. The unit aims to introduce students to core concepts of business research, qualitative, quantitative and mixed methodologies frequently used in business research. The unit aims to prepare students to be able to justify the methods and tools used in their honours thesis and thus allowing them to work towards the methodology chapter of their thesis.

This unit aims for postgraduate students to apply scientific methods to a variety of research situations and questions; to understand the range of ways in which additions to knowledge in the applied sciences are initiated, validated and communicated and to prepare and trial research designs best suited to the particular type of issue each student wishes to address. The unit is taught through self-paced, self-directed learning. Class contact will be a three-day workshop, in the first and second half of session, respectively. Students will have the opportunity to field test their own research design.

This unit provides core research training within a range of postgraduate courses. It requires the completion of four research topics in the following areas: research theory and design (e.g. epistemology, qualitative & quantitative) specific approaches (e.g. critical discourse analysis, feminist research); data collection methods (e.g. interviews, questionnaires) and methods of analysis (e.g. quantitative & qualitative). This unit is offered in flexible mode according to topic (typically one day's attendance or equivalent per topic). Topics vary each session depending on student demand.

This unit aims to help postgraduate students acquire the knowledge and skills to design and carry out a research project in the field of Languages and Linguistics (I.e. Contrastive Linguistics, Sociolinguistics, Language-in-Education Planning, First and Second Language Acquisition, Interpreting and Translation, Discourse Analysis and Descriptive Linguistics). It includes theoretical and practical work in specific areas of research in Languages and Linguistics.

In this unit, you will be introduced to various schools of research and be encouraged to think eclectically about exploration and investigation within your own interest areas. Rather than think of methods, for example, as quantitative or qualitative, this class will encourage you to work from the problem out. In other words, you will be asked to identify what it is you wish to know about, then develop a methodological approach that can best answer that question. This unit uses experiential learning reinforced by propositional and practical learning. While you are still a 'learner' creating new knowledge and abilities for yourselves, this unit goes a step further as you attempt to become a 'researcher'. As a researcher you will be attempting to create new knowledge not only for yourself, but for others as well. The unit's design is based on the readings, workshops and your own problem solving skills. Your own areas of interest will provide the theme for your learning in this unit.

The unit is designed to enable students to (using social ecology framework) select a topic for investigation, define achievable research goals, and design and plan a research program based on familiarity with a range of qualitative methodologies (eg; phenomenology, hermeneutics, heuristics, grounded theory, biography, ethnomethodology, case study, narratology, action research, collaborative inquiry, transpersonal research), select appropriate ones, conduct a focused literature search, write a critical review of literature relevant to the topic and the chosen methodologies prepare an ethics application, conduct a pilot project and write a 'publication quality' report of the work.

The unit is designed to enable students to (using a social ecology framework) conduct a research investigation, employing usually two or more qualitative methodologies (eg; phenomenology, hermeneutics, heuristics, grounded theory, biography, ethnomethodology, case study, narratology, action research, collaborative inquiry, transpersonal research, prepare an ethics application, and write a 'publication quality' report of the work.

This unit presents a social and cultural history of Japan from the mid nineteenth century to the present. The principle organising theme is the question of modernity: what are the different ways that Japan has expressed its modern identity? How has this been shaped by Japan's position in relation to both the West and its Asian neighbours? What is the relationship among the state, its citizens, and history in negotiating identity? How has war affected Japanese modernity and what we know of modern Japan?

This unit will look at the historical heritage of Japan that is central to contemporary Japanese identity and culture.

Practitioners are continually seeking new ways of understanding and improving their practices in the workplace. A range of applied evidence-based research methodologies provides valuable tools to aid this process. For educators to benefit from such research they need to have control of the methodology and be able to embed that methodology in their workplace practice. This unit will introduce students to practitioner research methodologies in general and action research in particular. The unit will assist students to become reflective practitioners and researchers who are capable of making informed improvements to professional practice.

Independent Study 1 enables students to engage in an intensive study of an aspect of workplace learning in order to develop, implement or improve some aspect of current professional practice. It provides opportunities for students to use workplace-based research skills and related theory directly in a workplace-based research task. The workplace may be a classroom or other professional setting.

Independent Study 2 enables students to engage in a second intensive study of an aspect of workplace learning in order to develop, implement or improve some aspect of current professional practice. It provides opportunities for students to use workplace-based research skills and related theory directly in a workplace-based research task. The workplace may be a classroom or other professional setting.

This unit is a continuation of Independent Study 1 and/or 2 and is designed to provide an opportunity for students to undertake in-depth research into an educational area, issue, or perspective that will make a major contribution both to their own and colleagues educational practices. This unit will contribute to the student's ability to engage with and sustain an intensive research focus on an identified aspect or aspects of workplace practice using acquired competence in research methodology. They will also be required to sustain a research focus over an extended period of time and produce a research project report. The unit is designed to advance the status of the student's profession through high level, in-depth study of a topic of major significance to the profession.

This unit will aim to provide an overview of the major theoretical notions which underpin the practice of Interpreting and Translation. A background knowledge of this theory is essential in the development of professional skills, behaviour and praxis.

This unit aims to develop in students an understanding of the intricacies of the language of the law when used in written documents and mainly in the context of the courtroom. It will provide students with a historical overview of the development of Law English, its aims and purposes and its current uses. Special emphasis will be placed on the implications of legal language on legal translations and court interpreting, but the unit is suitable for monolingual students interested in the language of the law.

The unit will provide the opportunity for critical reflection on the practices and debates in the writing of Australian history. It examines the approaches of major Australian historians including Manning Clark, Geoffrey Blainey and Humphrey McQueen, as well as themes such as empiricism versus postmodernism, the 'new social history' and Marxism and Australian historiography.

This unit provides the opportunity for students in postgraduate TESOL and Interpreting and Translation programs to undertake a special project related to their needs and interests, such as a professional Internship in TESOL; or an action research project in TESOL; or an independent research project in TESOL or Translation and Interpreting Studies.

Research in communication arts utilises a range of investigative procedures appropriate to the theory and practice of each creative discipline. This unit will introduce fundamental research languages, methods and outcomes relevant to the communication arts disciplines, and encourage students to develop approaches best suited to their theory and practice. Students will write and defend a research proposal and paper for a research program; the unit will enable students to apply a rigorous research framework to their work. Students will engage with a range of significant and critical texts which address broad implications of practices and theories in creative disciplines.

This unit provides training in practical applications of research in the communication arts. Students delineate project-based research topics in their fields. Students may produce research papers, or focus on projects involving creative practical works with accompanying documentation. Students will work in class and with their supervisor, to propose and create an artistic presentation with comprehensive documentation (including theoretical underpinnings), or propose and submit a research paper. These will include literature surveys or works reviews that demonstrate the students' knowledge of their areas of specialisation. Participation in Research Seminars will give students an opportunity to present work for feedback and critique.

This unit is designed to support the process of completion of an honours degree and the production of an honours thesis. It is only available to students who have been accepted into the honours programmes for the following Bachelors degrees – Aboriginal Studies, Adult Education, Community Welfare, Health Science, Policing and Social Science. It is delivered in three main components – workshops and seminars, topics in research and theory and a mini-conference

This unit develops critical reflection on the role of theory in the social sciences. It requires the completion of four topics in areas such as: epistemology and disciplinary positioning of social theory; theories in social, cultural, historical and political contexts; current debates and theories in the social sciences. The unit is offered in flexible mode according to topic (typically one day’s attendance or equivalent per topic). Topics vary each session depending on student demand.