General Information
In this subject, you'll learn the theoretical and practical dimensions of thesis planning and writing, gaining a comprehensive understanding of the planning, design, and writing phases within a psychology research project. Additionally, the subject covers the APS Code of Ethics and complementary Ethical Guidelines. In addition, workshops will emphasise the applied aspects of conducting psychological research, enriched by guest talks from internal and external researchers. Students will attend regular meetings with their supervisors, engage in research activities, and take part in a variety of weekly research seminars and workshops.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC72-424 Subject title: Research Skills and Ethics (Diploma) Subject level: Postgraduate Semester/Year: May 2024 Credit points: 20.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 24) - Weekly Seminar
- Personal Study Hours: x12 (Total hours: 192) - Recommended Study Hours
- Workshop: x12 (Total hours: 18) - Weekly Workshop
- Prescribed Consultation: x12 (Total hours: 6) - Regular Meeting With Supervisor
Attendance and learning activities: -
Resources
Prescribed resources: Others
- Australian Psychological Society (2007). APS Code of Ethics,. Melbourne Australian Psychological Society
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC72-424 |
| Subject title: | Research Skills and Ethics (Diploma) |
| Subject level: | Postgraduate |
| Semester/Year: | May 2024 |
| Credit points: | 20.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Design a psychological study: frame research questions; undertake literature searches; critique theoretical and empirical studies; formulate hypotheses; operationalise variables; choose an appropriate methodology;
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Evaluate psychologists' behaviour in psychological research and other professional contexts in relation to ethical principles, the APS Code of Ethics and the complimentary Ethical Guidelines;
- Communicate effectively in a variety of formats and in a variety of contexts;
- Investigate a substantive individual research question relevant to the discipline of Psychology.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Assignment Submission of pre-registration: Students complete a pre-registration protocol for their thesis project 30.00% Week 5 1,2,3,4,5 Assignment Introduction Draft: Students complete a draft of their thesis introduction, which includes the literature review 30.00% Week 8 1,2,3,4,5 Assignment Method Draft: Students complete a draft of their thesis method 30.00% Week 12 1,2,3,4,5 Portfolio Reflective Portfolio: Students submit a short portfolio that reflects on the content covered in the subject workshops, and in their supervision meetings. The portfolio also includes evidence of compliance with the requirements of the 4th Year Student Guide 10.00% Week 12 2,3,4,5 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Assignment | Submission of pre-registration: Students complete a pre-registration protocol for their thesis project | 30.00% | Week 5 | 1,2,3,4,5 |
| Assignment | Introduction Draft: Students complete a draft of their thesis introduction, which includes the literature review | 30.00% | Week 8 | 1,2,3,4,5 |
| Assignment | Method Draft: Students complete a draft of their thesis method | 30.00% | Week 12 | 1,2,3,4,5 |
| Portfolio | Reflective Portfolio: Students submit a short portfolio that reflects on the content covered in the subject workshops, and in their supervision meetings. The portfolio also includes evidence of compliance with the requirements of the 4th Year Student Guide | 10.00% | Week 12 | 2,3,4,5 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Welcome and Orientation to Research Skills
In this seminar, we cover the process of nominating a thesis supervisor; what a thesis involves; the requirements of the research seminar subject; the poster session; and the resources available to students.
SLOs included
- Design a psychological study: frame research questions; undertake literature searches; critique theoretical and empirical studies; formulate hypotheses; operationalise variables; choose an appropriate methodology;
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Communicate effectively in a variety of formats and in a variety of contexts;
- Investigate a substantive individual research question relevant to the discipline of Psychology.
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Human Research Ethics & Research Integrity
In the first half of this seminar, we discuss the process (and need for) human research ethics approval and the role of the Bond University Human Research Ethics Committee in research. In the second half, we discuss issues with replication in psychological research and the role of Open Science practices in contemporary research.
SLOs included
- Design a psychological study: frame research questions; undertake literature searches; critique theoretical and empirical studies; formulate hypotheses; operationalise variables; choose an appropriate methodology;
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Evaluate psychologists' behaviour in psychological research and other professional contexts in relation to ethical principles, the APS Code of Ethics and the complimentary Ethical Guidelines;
- Communicate effectively in a variety of formats and in a variety of contexts;
- Investigate a substantive individual research question relevant to the discipline of Psychology.
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Research Seminar - Research Questions and Hypotheses
Excellent scientific research is motivated by excellent questions and testable hypotheses. In this seminar, we discuss how to frame research questions, and how formulate aims and hypotheses.
SLOs included
- Design a psychological study: frame research questions; undertake literature searches; critique theoretical and empirical studies; formulate hypotheses; operationalise variables; choose an appropriate methodology;
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Communicate effectively in a variety of formats and in a variety of contexts;
- Investigate a substantive individual research question relevant to the discipline of Psychology.
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Research Seminar - Library Resources
In this seminar, we discuss the resources available in the library and how to undertake literature searches.
SLOs included
- Design a psychological study: frame research questions; undertake literature searches; critique theoretical and empirical studies; formulate hypotheses; operationalise variables; choose an appropriate methodology;
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Communicate effectively in a variety of formats and in a variety of contexts;
- Investigate a substantive individual research question relevant to the discipline of Psychology.
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Research Seminar - Introductions
Here, we discuss how to structure and organize a compelling thesis introduction, the role of the Abstract, and issues around thesis titles.
SLOs included
- Design a psychological study: frame research questions; undertake literature searches; critique theoretical and empirical studies; formulate hypotheses; operationalise variables; choose an appropriate methodology;
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Communicate effectively in a variety of formats and in a variety of contexts;
- Investigate a substantive individual research question relevant to the discipline of Psychology.
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Research Seminar - Method & Style
In this seminar, we cover the role and structure of the Method Section, and issues of academic style and formatting, with particular focus on the use of APA 7th edition.
SLOs included
- Design a psychological study: frame research questions; undertake literature searches; critique theoretical and empirical studies; formulate hypotheses; operationalise variables; choose an appropriate methodology;
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Communicate effectively in a variety of formats and in a variety of contexts;
- Investigate a substantive individual research question relevant to the discipline of Psychology.
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Research Seminar - Qualtrics
Much of the research conducted in psychology uses online survey platforms. In this seminar, students are introduced to Qualtrics and will learn how to set up and run studies on it.
SLOs included
- Design a psychological study: frame research questions; undertake literature searches; critique theoretical and empirical studies; formulate hypotheses; operationalise variables; choose an appropriate methodology;
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Evaluate psychologists' behaviour in psychological research and other professional contexts in relation to ethical principles, the APS Code of Ethics and the complimentary Ethical Guidelines;
- Communicate effectively in a variety of formats and in a variety of contexts;
- Investigate a substantive individual research question relevant to the discipline of Psychology.
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APS Code of Ethics Seminar 1
Here, we introduce students to the APS code of ethics, applied ethics in psychology, and the role of a principle-based system of ethics.
SLOs included
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Evaluate psychologists' behaviour in psychological research and other professional contexts in relation to ethical principles, the APS Code of Ethics and the complimentary Ethical Guidelines;
- Communicate effectively in a variety of formats and in a variety of contexts;
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APS Code of Ethics Seminar 2
In this seminar, we further explore the application of the APS Code of Ethics, Guidelines and Client Charter.
SLOs included
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Evaluate psychologists' behaviour in psychological research and other professional contexts in relation to ethical principles, the APS Code of Ethics and the complimentary Ethical Guidelines;
- Communicate effectively in a variety of formats and in a variety of contexts;
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APS Code of Ethics Seminar 3
Next, we examine how and why to apply ethical decision making models.
SLOs included
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Evaluate psychologists' behaviour in psychological research and other professional contexts in relation to ethical principles, the APS Code of Ethics and the complimentary Ethical Guidelines;
- Communicate effectively in a variety of formats and in a variety of contexts;
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APS Code of Ethics Seminar 4
In this seminar, we apply the APS Code of Ethics, principles, and decision making models to a series of case reports.
SLOs included
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Evaluate psychologists' behaviour in psychological research and other professional contexts in relation to ethical principles, the APS Code of Ethics and the complimentary Ethical Guidelines;
- Communicate effectively in a variety of formats and in a variety of contexts;
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APS Code of Ethics Seminar 5
Lastly, we continue to apply the APS Code of Ethics, principles, and decision making models.
SLOs included
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Evaluate psychologists' behaviour in psychological research and other professional contexts in relation to ethical principles, the APS Code of Ethics and the complimentary Ethical Guidelines;
- Communicate effectively in a variety of formats and in a variety of contexts;