SWH401 Social Research for Social Change
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: | SWH401 |
|---|---|
| Prerequisite(s): | SWB100 or HHB100 |
| Equivalent(s): | SWB401 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Semester 1 2027, Kelvin Grove, Internal
| Unit code: | SWH401 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | SWB100 |
| Coordinator: | Michelle Newcomb | michelle.newcomb@qut.edu.au |
Overview
Social service organisations are increasingly interested in methods for evaluating and authenticating program outcomes. Furthermore, professionals in these organisations need processes and procedures to analyse and address practice problems and contribute to the evaluation and development of models for service delivery. This unit equips you with knowledge and skills to investigate models of service and practice questions and to develop recommendations for change. A range of particular methods for developing, evaluating and improving models of social service and social care delivery will be examined including reflective practice, participatory action research, service evaluation and quality assurance processes, and the use of empirical research to inform practice. You will be able to apply methods learnt to a range of service delivery and practice contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Describe the key features of selected research methodologies relevant to social work, social care and human service practice, including Aboriginal and Torres Strait Islander perspectives.
- Critically evaluate the strengths and limitations of various strategies for practice oriented research enhancing students career development and employability.
- Strategically select and apply research methodologies to specific professional practice and service development, that are responsive to diverse cultural perspectives and sustainability.
- Apply professional research writing skills to real-world issues and communicate a research argument, and contribute to academic and professional discourse.
Content
- Introduction and overview of unit;
- The role of research and inquiry processes in practice and service development;
- Developing an assessment plan;
- Module 1: Reflective practice - the foundation of practice oriented research
- Module 2: Empirical research
- Module 3: Participatory action research and research co design
- Module 4: Service evaluation and other organisational inquiry processes
Relates to learning outcomes
Learning outcomes link to:
AASW Practice Standards (2023): 1.1, 2.1, 3.1, 3.2, 4.3, 4.4, 5.4, 6.1, 6.4, 7.1, 7.2, 8.1, 8.3, 9.2
CWA Practice Guidelines (2024): 1.2, 1.6, 3.1, 3.2
Learning Approaches
The unit is presented as a series of four modules, each consisting of three sessions where you will learn about, discuss and apply the approaches. There is also an introductory session that will help you develop a framework for your learning in this unit, including the development of your assessment plan. Scenarios and examples will be drawn from a range of practice and service contexts. Approaches include videos, scenario analysis, on-line and group work exercises including various Canvas functionalities. A high level of independent study as well as student participation will be facilitated.
Feedback on Learning and Assessment
Students will receive voice recorded feedback and a completed CRA for assessment one. Students will also receive individual exam feedback for assessment two.
Assessment
Overview
There are two assessment items for this unit. The first assessment item is a Viva Voce which will allow students to verbally display their understanding of Modules One and Two. During this twenty minute conversation students will be asked to respond to a series of questions. The second assessment will be an invigilated, problem based exam related to modules three and four. Detailed instructions and assessment criteria are provided separately.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Viva Voce
Modules 1 and 2 relate to research ethics, reflective practice and empirical research. Discussion within the context of social work and human services (SWHS) will enhance your skills of reading with a purpose, extracting key information relevant for social research and evaluating that information in the light of what you already know. Within this discussion you will be asked questions which may relate to weeks one to six of the curriculum. Questions may relate to:
· The purpose and potential outcomes of social research
· The ethics pertaining to social research
· Differing forms of knowledge and how they relate to social change
· Understanding the purpose of research questions and the design of research projects
· Common research methods and methodologies within social research
Before commencing the discussion you will receive a 1-page case study and will be able to take notes. You will have fifteen minutes perusal time.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Assessment: Invigilated Problem Based Exam
Modules 3 and 4 focus on participatory action research and the evaluation of human service programs. In this examination, students will respond to two practical, problem-based questions that require them to apply these approaches to a social work or human services context.
Students must demonstrate how the perspectives, knowledges, and priorities of Aboriginal and Torres Strait Islander peoples and communities would be appropriately considered in their responses. They will be required to explain how participatory action research can contribute to social change and critically examine how program evaluation can be used to strengthen the social justice mission of social work and human service organisations.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Dunk-West, P., & Saxton, K. (2024). Qualitative social research: Critical methods for social change (1st ed.). Routledge.
Risk Assessment Statement
There are no out of the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.SW04 Bachelor of Social Work
- Construct and implement strategies for engaging in critical thinking and decision-making, utilising advanced research knowledge and skills to inform culturally safe practice, and promote social justice from diverse perspectives. [Practice, Knowledge, Values and Disposition]
Relates to: Viva Voce, Invigilated Problem Based Exam - Critically examine tenets of diversity and diverse perspectives in social work, and advocate for a socially just society and the promotion of human dignity that reflect different social, political, cultural and historical circumstances, on the beliefs, values and aspirations of various groups, including Indigenous and non-Indigenous populations. [Values and Disposition, Knowledge, Practice]
Relates to: Viva Voce, Invigilated Problem Based Exam
SW05 Bachelor of Social Work (Honours)
- Formulate and implement strategies using advanced knowledge and research skills to analyse, consolidate and synthesise social and practice evidence to generate solutions and to inform professional practice and decision-making
Relates to: Viva Voce, Invigilated Problem Based Exam - Develop advanced knowledge, skills and values, to inform culturally safe communication and effective intra- and inter-professional collaboration and with a wide range of audiences and contexts, including accessing, evaluating and utlising digital health information.
Relates to: Viva Voce, Invigilated Problem Based Exam - Construct and implement strategies for practising collaboratively and independently, focused on socially progressive, anti-oppressive, culturally safe and ethical practice, integral to the standards of professional social work practice
Relates to: Viva Voce, Invigilated Problem Based Exam