EUN679 Capstone
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: | EUN679 |
|---|---|
| Equivalent(s): | EUZ679 |
| Assumed Knowledge: | Assumed Knowledge: Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUN679 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ679 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Coordinator: | Nerida Spina | n.spina@qut.edu.au |
Overview
In this unit you will design a research-focused project to investigate a topic of professional interest and relevance. This will lead to a project proposal and oral presentation where you will recommend an implementation strategy or proposal for future action. This capstone unit will support you to reflect on and refine the specialised knowledge, mastery of theory and high level skills you have developed over the course of your study and apply these to a real-world practice context. You will cultivate ways of working to identify problems, research the evidence base, build your confidence and ability to communicate findings and critically reflect on your role in leading change and improving educational practice.
This unit is designed to be studied as part of the research pathway in the Masters of Education. 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 a body of knowledge including recent developments in a specialist field (CLO1.1).
- Demonstrate knowledge of research principles (CLO1.2).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship (CLO2.1).
- Use 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 and practice (CLO2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
- 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 analyse empirical research and other scholarship, theory, policy, and practice on a self-selected topic that has relevance to your professional educational practice or context. The report incorporates an analysis of relevant theoretical and empirical research literature. It does not require you to gather and analyse data from research participants. Content of the unit will address:
Planning: Planning for the literature review requires clarity of purpose; a rationale for the topic; statement of objectives; outline of content to be covered; and outcomes desired.
Investigating: Investigation of a problem of professional relevance that involves a review of current and scholarly literature that explores theory, research, and policy and critically analyses of that information to arrive at recommendations or implications to address the selected educational issue.
Reporting: The development of skills to argue a position in a written paper that is informed by scholarly theory and research is an important dimension of the learning in this unit. In writing analyses of the literature, the evaluation of information will be considered, as well as the ways in which information is applied and extended to make specific recommendations for future actions in a professional context.
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.
You will be required to understand, critically reflect and apply your knowledge in the development of your own research implementation plan and presentation.
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 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. One reflection from assessment task 1 can be submitted for feedback prior to the due date.
Assessment
Overview
There are two assessment tasks for this unit. These tasks are related, in that they require you to choose an area of educational practice and develop:
- A research project research proposal
- A research proposal presentation that outlines the research and recommends future action.
These assessment tasks are designed for you to demonstrate your ability to assemble research, recommend appropriate methodological research choices, and apply these to real-world contexts. The purpose of this suite of assessment is to allow you to consider how educational research can inform and improve educational practice in a contemporary field of education. In the research project proposal, you will identify a research problem that relates to a real-world context. You will analyse evidence and use scholarly literature to develop a research problem and question for your proposed research. In your second assessment item, you will develop your research methodology and then present your research proposal along with an implementation strategy.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proposal
In the research project proposal, you will identify a research problem that relates to a real-world context. You will use scholarly literature to develop a research problem and question for your proposed research.
Relates to learning outcomes
CLOs 1.1, 1.2, 2.1, 2.2, 3.2
This is an assignment for the purposes of an extension.
Assessment: Research Proposal Presentation
In this second assessment item, you will develop and then present your research proposal, methodology and implementation strategy.
Relates to learning outcomes
CLOs 1.2, 2.1, 2.2, 2.3, 3.2
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.
Risk Assessment Statement
There are no identified physical risks associated with completion of this unit.
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN679 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ679 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
Overview
In this unit you will design a research-focused project to investigate a topic of professional interest and relevance. This will lead to a project proposal and oral presentation where you will recommend an implementation strategy or proposal for future action. This capstone unit will support you to reflect on and refine the specialised knowledge, mastery of theory and high level skills you have developed over the course of your study and apply these to a real-world practice context. You will cultivate ways of working to identify problems, research the evidence base, build your confidence and ability to communicate findings and critically reflect on your role in leading change and improving educational practice.
This unit is designed to be studied as part of the research pathway in the Masters of Education. 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 a body of knowledge including recent developments in a specialist field (CLO1.1).
- Demonstrate knowledge of research principles (CLO1.2).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship (CLO2.1).
- Use 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 and practice (CLO2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
- 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 analyse empirical research and other scholarship, theory, policy, and practice on a self-selected topic that has relevance to your professional educational practice or context. The report incorporates an analysis of relevant theoretical and empirical research literature. It does not require you to gather and analyse data from research participants. Content of the unit will address:
Planning: Planning for the literature review requires clarity of purpose; a rationale for the topic; statement of objectives; outline of content to be covered; and outcomes desired.
Investigating: Investigation of a problem of professional relevance that involves a review of current and scholarly literature that explores theory, research, and policy and critically analyses of that information to arrive at recommendations or implications to address the selected educational issue.
Reporting: The development of skills to argue a position in a written paper that is informed by scholarly theory and research is an important dimension of the learning in this unit. In writing analyses of the literature, the evaluation of information will be considered, as well as the ways in which information is applied and extended to make specific recommendations for future actions in a professional context.
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.
You will be required to understand, critically reflect and apply your knowledge in the development of your own research implementation plan and presentation.
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 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. One reflection from assessment task 1 can be submitted for feedback prior to the due date.
Assessment
Overview
There are two assessment tasks for this unit. These tasks are related, in that they require you to choose an area of educational practice and develop:
- A research project research proposal
- A research proposal presentation that outlines the research and recommends future action.
These assessment tasks are designed for you to demonstrate your ability to assemble research, recommend appropriate methodological research choices, and apply these to real-world contexts. The purpose of this suite of assessment is to allow you to consider how educational research can inform and improve educational practice in a contemporary field of education. In the research project proposal, you will identify a research problem that relates to a real-world context. You will analyse evidence and use scholarly literature to develop a research problem and question for your proposed research. In your second assessment item, you will develop your research methodology and then present your research proposal along with an implementation strategy.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proposal
In the research project proposal, you will identify a research problem that relates to a real-world context. You will use scholarly literature to develop a research problem and question for your proposed research.
Relates to learning outcomes
CLOs 1.1, 1.2, 2.1, 2.2, 3.2
This is an assignment for the purposes of an extension.
Assessment: Research Proposal Presentation
In this second assessment item, you will develop and then present your research proposal, methodology and implementation strategy.
Relates to learning outcomes
CLOs 1.2, 2.1, 2.2, 2.3, 3.2
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.
Risk Assessment Statement
There are no identified physical risks associated with completion of this unit.
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | EUN679 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ679 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
| Coordinator: | Nerida Spina | n.spina@qut.edu.au |
Overview
In this unit you will design a research-focused project to investigate a topic of professional interest and relevance. This will lead to a project proposal and oral presentation where you will recommend an implementation strategy or proposal for future action. This capstone unit will support you to reflect on and refine the specialised knowledge, mastery of theory and high level skills you have developed over the course of your study and apply these to a real-world practice context. You will cultivate ways of working to identify problems, research the evidence base, build your confidence and ability to communicate findings and critically reflect on your role in leading change and improving educational practice.
This unit is designed to be studied as part of the research pathway in the Masters of Education. 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 a body of knowledge including recent developments in a specialist field (CLO1.1).
- Demonstrate knowledge of research principles (CLO1.2).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship (CLO2.1).
- Use 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 and practice (CLO2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
- 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 analyse empirical research and other scholarship, theory, policy, and practice on a self-selected topic that has relevance to your professional educational practice or context. The report incorporates an analysis of relevant theoretical and empirical research literature. It does not require you to gather and analyse data from research participants. Content of the unit will address:
Planning: Planning for the literature review requires clarity of purpose; a rationale for the topic; statement of objectives; outline of content to be covered; and outcomes desired.
Investigating: Investigation of a problem of professional relevance that involves a review of current and scholarly literature that explores theory, research, and policy and critically analyses of that information to arrive at recommendations or implications to address the selected educational issue.
Reporting: The development of skills to argue a position in a written paper that is informed by scholarly theory and research is an important dimension of the learning in this unit. In writing analyses of the literature, the evaluation of information will be considered, as well as the ways in which information is applied and extended to make specific recommendations for future actions in a professional context.
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.
You will be required to understand, critically reflect and apply your knowledge in the development of your own research implementation plan and presentation.
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 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. One reflection from assessment task 1 can be submitted for feedback prior to the due date.
Assessment
Overview
There are two assessment tasks for this unit. These tasks are related, in that they require you to choose an area of educational practice and develop:
- A research project research proposal
- A research proposal presentation that outlines the research and recommends future action.
These assessment tasks are designed for you to demonstrate your ability to assemble research, recommend appropriate methodological research choices, and apply these to real-world contexts. The purpose of this suite of assessment is to allow you to consider how educational research can inform and improve educational practice in a contemporary field of education. In the research project proposal, you will identify a research problem that relates to a real-world context. You will analyse evidence and use scholarly literature to develop a research problem and question for your proposed research. In your second assessment item, you will develop your research methodology and then present your research proposal along with an implementation strategy.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proposal
In the research project proposal, you will identify a research problem that relates to a real-world context. You will use scholarly literature to develop a research problem and question for your proposed research.
Relates to learning outcomes
CLOs 1.1, 1.2, 2.1, 2.2, 3.2
This is an assignment for the purposes of an extension.
Assessment: Research Proposal Presentation
In this second assessment item, you will develop and then present your research proposal, methodology and implementation strategy.
Relates to learning outcomes
CLOs 1.2, 2.1, 2.2, 2.3, 3.2
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.
Risk Assessment Statement
There are no identified physical risks associated with completion of this unit.
Unit Outline: Semester 2 2024, Online
| Unit code: | EUN679 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ679 |
| Assumed Knowledge: | Completion of EUN672 or enrolment in a concurrent teaching period is assumed knowledge. |
Overview
In this unit you will design a research-focused project to investigate a topic of professional interest and relevance. This will lead to a project proposal and oral presentation where you will recommend an implementation strategy or proposal for future action. This capstone unit will support you to reflect on and refine the specialised knowledge, mastery of theory and high level skills you have developed over the course of your study and apply these to a real-world practice context. You will cultivate ways of working to identify problems, research the evidence base, build your confidence and ability to communicate findings and critically reflect on your role in leading change and improving educational practice.
This unit is designed to be studied as part of the research pathway in the Masters of Education. 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 a body of knowledge including recent developments in a specialist field (CLO1.1).
- Demonstrate knowledge of research principles (CLO1.2).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship (CLO2.1).
- Use 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 and practice (CLO2.2).
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
- 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 analyse empirical research and other scholarship, theory, policy, and practice on a self-selected topic that has relevance to your professional educational practice or context. The report incorporates an analysis of relevant theoretical and empirical research literature. It does not require you to gather and analyse data from research participants. Content of the unit will address:
Planning: Planning for the literature review requires clarity of purpose; a rationale for the topic; statement of objectives; outline of content to be covered; and outcomes desired.
Investigating: Investigation of a problem of professional relevance that involves a review of current and scholarly literature that explores theory, research, and policy and critically analyses of that information to arrive at recommendations or implications to address the selected educational issue.
Reporting: The development of skills to argue a position in a written paper that is informed by scholarly theory and research is an important dimension of the learning in this unit. In writing analyses of the literature, the evaluation of information will be considered, as well as the ways in which information is applied and extended to make specific recommendations for future actions in a professional context.
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.
You will be required to understand, critically reflect and apply your knowledge in the development of your own research implementation plan and presentation.
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 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. One reflection from assessment task 1 can be submitted for feedback prior to the due date.
Assessment
Overview
There are two assessment tasks for this unit. These tasks are related, in that they require you to choose an area of educational practice and develop:
- A research project research proposal
- A research proposal presentation that outlines the research and recommends future action.
These assessment tasks are designed for you to demonstrate your ability to assemble research, recommend appropriate methodological research choices, and apply these to real-world contexts. The purpose of this suite of assessment is to allow you to consider how educational research can inform and improve educational practice in a contemporary field of education. In the research project proposal, you will identify a research problem that relates to a real-world context. You will analyse evidence and use scholarly literature to develop a research problem and question for your proposed research. In your second assessment item, you will develop your research methodology and then present your research proposal along with an implementation strategy.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Proposal
In the research project proposal, you will identify a research problem that relates to a real-world context. You will use scholarly literature to develop a research problem and question for your proposed research.
Relates to learning outcomes
CLOs 1.1, 1.2, 2.1, 2.2, 3.2
This is an assignment for the purposes of an extension.
Assessment: Research Proposal Presentation
In this second assessment item, you will develop and then present your research proposal, methodology and implementation strategy.
Relates to learning outcomes
CLOs 1.2, 2.1, 2.2, 2.3, 3.2
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.
Risk Assessment Statement
There are no identified physical risks associated with completion of this unit.