EUN678 Survey Research
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN678 |
|---|---|
| Equivalent(s): | EUZ678 |
| Assumed Knowledge: | Assumed Knowledge: Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $277 |
| Domestic tuition unit fee | $1,488 |
| International unit fee | $2,010 |
Unit Outline: Flexible Period - 03A 2024, Kelvin Grove, Internal (Start Date: 26 Feb 2024)
| Unit code: | EUN678 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ678 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Coordinators: | Kerryann Walsh | k.walsh@qut.edu.au |
Overview
This unit aims to introduce the principles and practice of designing surveys including the strengths and weaknesses of survey research, the survey research process and contexts in which survey research might be used. Core issues in questionnaire design will be discussed, question types and response categories. Wording and ordering, layout and length of questionnaire, memory and recall, sensitive questions and the importance of evaluating and testing survey items will be incorporated. Issues related to reliability and validity will also be addressed including sampling, sample size and non-response and sampling error. Finally the unit will focus on ethical considerations in survey research and reporting.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO1.2).
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3).
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
The unit provides opportunities to identify, analyse, and synthesise empirical research on a self-selected topic with relevance to your professional educational practice and/or context. You will prepare a proposal for conducting your survey, but you will not administer it to your target sample. You will research, design, and plan your survey, and informally “test” test it with a limited number of critical friends to determine improvements that could be made. Unit content will address:
Writing a Study Proposal: This involves getting acquainted with the chosen topic of interest, conducting a literature review, and deciding on the purpose, aims, and research question(s) that are most appropriate and relevant.
Planning and Designing: Surveys can be designed in many different ways. You will consider which type of survey design will work best to answer your research question. We will learn about longitudinal and cross-sectional survey designs that use quantitative, qualitative, and mixed methods (those that combine both quantitative and qualitative methods). One of the most important parts of the survey design process is the creation of questions (items) that accurately measure the constructs (variables) you want to know about.
Testing and Reporting on the Survey: Survey instruments should always be tested. Through this process, the content and style of the survey may be appraised, and adjustments made accordingly. This phase of survey development forms part of your assessment by enabling you to critically reflect on the strengths and weaknesses of your chosen approach, and consider ways in which the survey could be improved for administration in future.
Learning Approaches
The unit has a blended learning design that provides multiple engagement options for students. Throughout this unit, you will learn through engaging in workshops which you can choose to attend in person or online. Online options will also be recorded so students have the option of engaging with the unit at their own convenience.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in workshop activities (online or face-to-face) with academics and peers that contribute to your understanding and skill development. This will involve your engagement in learning tasks and discussion forums that will provide you with early feedback for your successful completion of your assessment tasks, including feedback on a brief overview of your proposed project, rationale and overarching research question.
You will present a statement on the research topic, research problem purpose statement, and research questions for approval and formative feedback prior to the assessment due date.
Assessment
Overview
There is one assessment task for this unit. This task is constructed throughout the unit, based on unit material, and formative feedback. You are required to choose an area of educational practice; and design, develop, and “test” a survey instrument.
This assessment task is designed for you to demonstrate your ability to write a study protocol, draw a plan of analysis (together with the information required for data collection), design a survey, and “test” the survey instrument. The purpose of this assessment item is to allow you to consider how educational survey research can inform and improve educational practice in a contemporary field of education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proposal
In this assessment piece, you will write a study protocol, draw a plan of analysis (together with the information required for data collection), design a survey, and “test” the survey instrument. The purpose of this assessment item is to allow you to consider how educational survey research can inform and improve educational practice in a contemporary field of education.
Relates to learning outcomes
CLOs 1.2, 2.2, 2.3, 3.2
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to internet.
Resources
Readings will be made available through QUT Readings and will be accessible through the QUT Library.
Resource Materials
Prescribed text(s)
Creswell, J. W. & Guetterman, T.C. (2021). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed. Global Edition). New York, NY: Pearson.
Risk Assessment Statement
There are no identified physical risks associated with completion of this unit.
Unit Outline: Flexible Period - 03A 2024, Online (Start Date: 26 Feb 2024)
| Unit code: | EUN678 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ678 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
Overview
This unit aims to introduce the principles and practice of designing surveys including the strengths and weaknesses of survey research, the survey research process and contexts in which survey research might be used. Core issues in questionnaire design will be discussed, question types and response categories. Wording and ordering, layout and length of questionnaire, memory and recall, sensitive questions and the importance of evaluating and testing survey items will be incorporated. Issues related to reliability and validity will also be addressed including sampling, sample size and non-response and sampling error. Finally the unit will focus on ethical considerations in survey research and reporting.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO1.2).
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3).
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
The unit provides opportunities to identify, analyse, and synthesise empirical research on a self-selected topic with relevance to your professional educational practice and/or context. You will prepare a proposal for conducting your survey, but you will not administer it to your target sample. You will research, design, and plan your survey, and informally “test” test it with a limited number of critical friends to determine improvements that could be made. Unit content will address:
Writing a Study Proposal: This involves getting acquainted with the chosen topic of interest, conducting a literature review, and deciding on the purpose, aims, and research question(s) that are most appropriate and relevant.
Planning and Designing: Surveys can be designed in many different ways. You will consider which type of survey design will work best to answer your research question. We will learn about longitudinal and cross-sectional survey designs that use quantitative, qualitative, and mixed methods (those that combine both quantitative and qualitative methods). One of the most important parts of the survey design process is the creation of questions (items) that accurately measure the constructs (variables) you want to know about.
Testing and Reporting on the Survey: Survey instruments should always be tested. Through this process, the content and style of the survey may be appraised, and adjustments made accordingly. This phase of survey development forms part of your assessment by enabling you to critically reflect on the strengths and weaknesses of your chosen approach, and consider ways in which the survey could be improved for administration in future.
Learning Approaches
The unit has a blended learning design that provides multiple engagement options for students. Throughout this unit, you will learn through engaging in workshops which you can choose to attend in person or online. Online options will also be recorded so students have the option of engaging with the unit at their own convenience.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in workshop activities (online or face-to-face) with academics and peers that contribute to your understanding and skill development. This will involve your engagement in learning tasks and discussion forums that will provide you with early feedback for your successful completion of your assessment tasks, including feedback on a brief overview of your proposed project, rationale and overarching research question.
You will present a statement on the research topic, research problem purpose statement, and research questions for approval and formative feedback prior to the assessment due date.
Assessment
Overview
There is one assessment task for this unit. This task is constructed throughout the unit, based on unit material, and formative feedback. You are required to choose an area of educational practice; and design, develop, and “test” a survey instrument.
This assessment task is designed for you to demonstrate your ability to write a study protocol, draw a plan of analysis (together with the information required for data collection), design a survey, and “test” the survey instrument. The purpose of this assessment item is to allow you to consider how educational survey research can inform and improve educational practice in a contemporary field of education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proposal
In this assessment piece, you will write a study protocol, draw a plan of analysis (together with the information required for data collection), design a survey, and “test” the survey instrument. The purpose of this assessment item is to allow you to consider how educational survey research can inform and improve educational practice in a contemporary field of education.
Relates to learning outcomes
CLOs 1.2, 2.2, 2.3, 3.2
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to internet.
Resources
Readings will be made available through QUT Readings and will be accessible through the QUT Library.
Resource Materials
Prescribed text(s)
Creswell, J. W. & Guetterman, T.C. (2021). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed. Global Edition). New York, NY: Pearson.
Risk Assessment Statement
There are no identified physical risks associated with completion of this unit.
Unit Outline: Flexible Period - 08A 2024, Kelvin Grove, Internal (Start Date: 29 Jul 2024)
| Unit code: | EUN678 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ678 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Coordinators: | Sonia White | sl.white@qut.edu.au |
Overview
This unit aims to introduce the principles and practice of designing surveys including the strengths and weaknesses of survey research, the survey research process and contexts in which survey research might be used. Core issues in questionnaire design will be discussed, question types and response categories. Wording and ordering, layout and length of questionnaire, memory and recall, sensitive questions and the importance of evaluating and testing survey items will be incorporated. Issues related to reliability and validity will also be addressed including sampling, sample size and non-response and sampling error. Finally the unit will focus on ethical considerations in survey research and reporting.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO1.2).
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3).
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
The unit provides opportunities to identify, analyse, and synthesise empirical research on a self-selected topic with relevance to your professional educational practice and/or context. You will prepare a proposal for conducting your survey, but you will not administer it to your target sample. You will research, design, and plan your survey, and informally “test” test it with a limited number of critical friends to determine improvements that could be made. Unit content will address:
Writing a Study Proposal: This involves getting acquainted with the chosen topic of interest, conducting a literature review, and deciding on the purpose, aims, and research question(s) that are most appropriate and relevant.
Planning and Designing: Surveys can be designed in many different ways. You will consider which type of survey design will work best to answer your research question. We will learn about longitudinal and cross-sectional survey designs that use quantitative, qualitative, and mixed methods (those that combine both quantitative and qualitative methods). One of the most important parts of the survey design process is the creation of questions (items) that accurately measure the constructs (variables) you want to know about.
Testing and Reporting on the Survey: Survey instruments should always be tested. Through this process, the content and style of the survey may be appraised, and adjustments made accordingly. This phase of survey development forms part of your assessment by enabling you to critically reflect on the strengths and weaknesses of your chosen approach, and consider ways in which the survey could be improved for administration in future.
Learning Approaches
The unit has a blended learning design that provides multiple engagement options for students. Throughout this unit, you will learn through engaging in workshops which you can choose to attend in person or online. Online options will also be recorded so students have the option of engaging with the unit at their own convenience.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in workshop activities (online or face-to-face) with academics and peers that contribute to your understanding and skill development. This will involve your engagement in learning tasks and discussion forums that will provide you with early feedback for your successful completion of your assessment tasks, including feedback on a brief overview of your proposed project, rationale and overarching research question.
You will present a statement on the research topic, research problem purpose statement, and research questions for approval and formative feedback prior to the assessment due date.
Assessment
Overview
There is one assessment task for this unit. This task is constructed throughout the unit, based on unit material, and formative feedback. You are required to choose an area of educational practice; and design, develop, and “test” a survey instrument.
This assessment task is designed for you to demonstrate your ability to write a study protocol, draw a plan of analysis (together with the information required for data collection), design a survey, and “test” the survey instrument. The purpose of this assessment item is to allow you to consider how educational survey research can inform and improve educational practice in a contemporary field of education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proposal
In this assessment piece, you will write a study protocol, draw a plan of analysis (together with the information required for data collection), design a survey, and “test” the survey instrument. The purpose of this assessment item is to allow you to consider how educational survey research can inform and improve educational practice in a contemporary field of education.
Relates to learning outcomes
CLOs 1.2, 2.2, 2.3, 3.2
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to internet.
Resources
Readings will be made available through QUT Readings and will be accessible through the QUT Library.
Resource Materials
Prescribed text(s)
Creswell, J. W. & Guetterman, T.C. (2021). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed. Global Edition). New York, NY: Pearson.
Risk Assessment Statement
There are no identified physical risks associated with completion of this unit.
Unit Outline: Flexible Period - 08A 2024, Online (Start Date: 29 Jul 2024)
| Unit code: | EUN678 |
|---|---|
| Credit points: | 6 |
| Equivalent: | EUZ678 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
Overview
This unit aims to introduce the principles and practice of designing surveys including the strengths and weaknesses of survey research, the survey research process and contexts in which survey research might be used. Core issues in questionnaire design will be discussed, question types and response categories. Wording and ordering, layout and length of questionnaire, memory and recall, sensitive questions and the importance of evaluating and testing survey items will be incorporated. Issues related to reliability and validity will also be addressed including sampling, sample size and non-response and sampling error. Finally the unit will focus on ethical considerations in survey research and reporting.
This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO1.2).
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO 2.3).
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Content
The unit provides opportunities to identify, analyse, and synthesise empirical research on a self-selected topic with relevance to your professional educational practice and/or context. You will prepare a proposal for conducting your survey, but you will not administer it to your target sample. You will research, design, and plan your survey, and informally “test” test it with a limited number of critical friends to determine improvements that could be made. Unit content will address:
Writing a Study Proposal: This involves getting acquainted with the chosen topic of interest, conducting a literature review, and deciding on the purpose, aims, and research question(s) that are most appropriate and relevant.
Planning and Designing: Surveys can be designed in many different ways. You will consider which type of survey design will work best to answer your research question. We will learn about longitudinal and cross-sectional survey designs that use quantitative, qualitative, and mixed methods (those that combine both quantitative and qualitative methods). One of the most important parts of the survey design process is the creation of questions (items) that accurately measure the constructs (variables) you want to know about.
Testing and Reporting on the Survey: Survey instruments should always be tested. Through this process, the content and style of the survey may be appraised, and adjustments made accordingly. This phase of survey development forms part of your assessment by enabling you to critically reflect on the strengths and weaknesses of your chosen approach, and consider ways in which the survey could be improved for administration in future.
Learning Approaches
The unit has a blended learning design that provides multiple engagement options for students. Throughout this unit, you will learn through engaging in workshops which you can choose to attend in person or online. Online options will also be recorded so students have the option of engaging with the unit at their own convenience.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in workshop activities (online or face-to-face) with academics and peers that contribute to your understanding and skill development. This will involve your engagement in learning tasks and discussion forums that will provide you with early feedback for your successful completion of your assessment tasks, including feedback on a brief overview of your proposed project, rationale and overarching research question.
You will present a statement on the research topic, research problem purpose statement, and research questions for approval and formative feedback prior to the assessment due date.
Assessment
Overview
There is one assessment task for this unit. This task is constructed throughout the unit, based on unit material, and formative feedback. You are required to choose an area of educational practice; and design, develop, and “test” a survey instrument.
This assessment task is designed for you to demonstrate your ability to write a study protocol, draw a plan of analysis (together with the information required for data collection), design a survey, and “test” the survey instrument. The purpose of this assessment item is to allow you to consider how educational survey research can inform and improve educational practice in a contemporary field of education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proposal
In this assessment piece, you will write a study protocol, draw a plan of analysis (together with the information required for data collection), design a survey, and “test” the survey instrument. The purpose of this assessment item is to allow you to consider how educational survey research can inform and improve educational practice in a contemporary field of education.
Relates to learning outcomes
CLOs 1.2, 2.2, 2.3, 3.2
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Requirements to Study
Requirements
Access to internet.
Resources
Readings will be made available through QUT Readings and will be accessible through the QUT Library.
Resource Materials
Prescribed text(s)
Creswell, J. W. & Guetterman, T.C. (2021). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed. Global Edition). New York, NY: Pearson.
Risk Assessment Statement
There are no identified physical risks associated with completion of this unit.