EUQ675 Practitioner Inquiry
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: | EUQ675 |
|---|---|
| Prerequisite(s): | EUQ661. EUQ661 can be enrolled in the same teaching period as EUQ675. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Session 1 2026, QUT Online, Online
| Unit code: | EUQ675 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUQ661. EUQ661 can be enrolled in the same teaching period as EUQ675. |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Coordinators: | Radha Iyer | radha.iyer@qut.edu.au |
Overview
This unit on practitioner inquiry research equips you with the skills to conduct ethical and effective research in education-related settings. Understanding how to undertake practitioner inquiry research ethically is crucial for ensuring the integrity and validity of your findings, respecting participant rights, and addressing the unique needs of diverse populations, including Aboriginal and Torres Strait Islander communities. The unit covers practitioner inquiry and methodologies, identifying relevant problems, designing proposals, conducting literature reviews, data collection, and analysis. It also emphasises the importance of reflexivity, ethical considerations, and effective communication of research findings, preparing you to make meaningful contributions to your professional field.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design and implement practitioner-led inquiry in professional workplace contexts.
- Synthesise scholarly literature related to your local context and research question.
- Produce professional research outputs to communicate research findings and propose future directions.
- Analyse and interpret research data to address the research question.
- Plan for and apply ethical research principles and codes of conduct to engage with colleagues during research.
Content
This unit will cover the following content areas:
- Approaches to practitioner-engaged inquiry research, e.g. design-based research; action research; teacher/practitioner-as-researcher; and participatory action research
- Identifying a relevant research problem and appropriate research design
- Structuring and designing a research proposal with consideration of expected challenges and opportunities in your context
- Conducting literature reviews
- Data collection tools - interviews, existing data, document analysis
- The practitioner-inquirer as reflexive and ethical researcher
- How to undertake professional conversations and interviews for research
- Analysis of research data from professional conversations and interviews
- Communicating and presenting research findings
- Identifying future implications of your research
- The importance of research ethics and integrity in implementing the research plan
- Principles, policy, and practice frameworks for the responsible conduct of research
- Ethical considerations specific to participants, including Aboriginal and Torres Strait Islander people and diverse populations.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Learning activities
This unit employs interactive and discussion-based learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- opportunity for formative feedback in this unit will include feedback on a learning activity related to assessment task 1
- self-reflection on learning and personal and professional experiences
- feedback from peers as you investigate and discuss issues raised throughout the unit
- collaboration with professional colleagues
- comments about summative assessment work included with your grade
Assessment
Overview
There are two assessments in this unit:
1. Practitioner inquiry proposal - This task connects ethics, research planning and literature review skills to prepare a research proposal.
2. Practitioner inquiry presentation - This task brings together research methods and skills to conduct research and present the findings.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Practitioner inquiry proposal
You will design and develop a proposal for a practitioner inquiry project engaging with professionals or stakeholders in your context (e.g., your workplace or another context with which you are familiar, such as a community organisation). You will identify a research topic and question, undertake a literature review, plan for ethical research and inquiry, and develop a plan that includes engaging professional conversations about your proposed project.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Practitioner inquiry presentation
You will pilot an interview or questionnaire protocol based on the practitioner inquiry research proposal you presented in Assignment 1. You will use this to reflect on your project, and research question. You will then develop a presentation for your leadership committee that explains your project including your research question, reflects on your interviewor questionnaire protocol, clearly articulates your proposed processes and anticipated findings, and looks to future directions and implications.
GenAI prohibited: The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is not eligible for the 48-hour late submission period and assignment extensions.
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
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO2, Practitioner inquiry proposal, Practitioner inquiry presentation - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO1, ULO4, ULO5, Practitioner inquiry proposal, Practitioner inquiry presentation - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO3, Practitioner inquiry presentation
Unit Outline: Session 3 2026, QUT Online, Online
| Unit code: | EUQ675 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUQ661. EUQ661 can be enrolled in the same teaching period as EUQ675. |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Coordinators: | Elizabeth Heck | elizabeth.heck@qut.edu.au |
Overview
This unit on practitioner inquiry research equips you with the skills to conduct ethical and effective research in education-related settings. Understanding how to undertake practitioner inquiry research ethically is crucial for ensuring the integrity and validity of your findings, respecting participant rights, and addressing the unique needs of diverse populations, including Aboriginal and Torres Strait Islander communities. The unit covers practitioner inquiry and methodologies, identifying relevant problems, designing proposals, conducting literature reviews, data collection, and analysis. It also emphasises the importance of reflexivity, ethical considerations, and effective communication of research findings, preparing you to make meaningful contributions to your professional field.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design and implement practitioner-led inquiry in professional workplace contexts.
- Synthesise scholarly literature related to your local context and research question.
- Produce professional research outputs to communicate research findings and propose future directions.
- Analyse and interpret research data to address the research question.
- Plan for and apply ethical research principles and codes of conduct to engage with colleagues during research.
Content
This unit will cover the following content areas:
- Approaches to practitioner-engaged inquiry research, e.g. design-based research; action research; teacher/practitioner-as-researcher; and participatory action research
- Identifying a relevant research problem and appropriate research design
- Structuring and designing a research proposal with consideration of expected challenges and opportunities in your context
- Conducting literature reviews
- Data collection tools - interviews, existing data, document analysis
- The practitioner-inquirer as reflexive and ethical researcher
- How to undertake professional conversations and interviews for research
- Analysis of research data from professional conversations and interviews
- Communicating and presenting research findings
- Identifying future implications of your research
- The importance of research ethics and integrity in implementing the research plan
- Principles, policy, and practice frameworks for the responsible conduct of research
- Ethical considerations specific to participants, including Aboriginal and Torres Strait Islander people and diverse populations.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings
- Learning activities
This unit employs interactive and discussion-based learning and critical reflection on experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- opportunity for formative feedback in this unit will include feedback on a learning activity related to assessment task 1
- self-reflection on learning and personal and professional experiences
- feedback from peers as you investigate and discuss issues raised throughout the unit
- collaboration with professional colleagues
- comments about summative assessment work included with your grade
Assessment
Overview
There are two assessments in this unit:
1. Practitioner inquiry proposal - This task connects ethics, research planning and literature review skills to prepare a research proposal.
2. Practitioner inquiry presentation - This task brings together research methods and skills to conduct research and present the findings.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Practitioner inquiry proposal
You will design and develop a proposal for a practitioner inquiry project engaging with professionals or stakeholders in your context (e.g., your workplace or another context with which you are familiar, such as a community organisation). You will identify a research topic and question, undertake a literature review, plan for ethical research and inquiry, and develop a plan that includes engaging professional conversations about your proposed project.
GenAI allowed: The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Practitioner inquiry presentation
You will pilot an interview or questionnaire protocol based on the practitioner inquiry research proposal you presented in Assignment 1. You will use this to reflect on your project, and research question. You will then develop a presentation for your leadership committee that explains your project including your research question, reflects on your interviewor questionnaire protocol, clearly articulates your proposed processes and anticipated findings, and looks to future directions and implications.
GenAI prohibited: The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is not eligible for the 48-hour late submission period and assignment extensions.
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
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO2, Practitioner inquiry proposal, Practitioner inquiry presentation - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO1, ULO4, ULO5, Practitioner inquiry proposal, Practitioner inquiry presentation - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO3, Practitioner inquiry presentation