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PUBH6013_Assessment 2_Individual_Research_Proposal_Week_7 Page 1 of 6 ASSESSMENT BRIEF Subject Code and Title PUBH6013 Qualitative Research Methods Assessment Assessment 2: Individual Research...

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PUBH6013_Assessment 2_Individual_Research_Proposal_Week_7 Page 1 of 6

ASSESSMENT BRIEF
Subject Code and Title PUBH6013 Qualitative Research Methods
Assessment Assessment 2: Individual Research Proposal
Individual/Group Individual
Length 1, 500 words (+/- 10%)
Learning Outcomes This assessment addresses the following learning outcomes:
a) Understand epistemologies as they relate to qualitative
esearch and when to use qualitative methodology
) Critically evaluate different theoretical and methodological
approaches to qualitative research
d) Appreciate cultural and ethical considerations for
qualitative research in Public Health
e) Understand sampling techniques, bias and rigour as
they apply to qualitative research
Submission By 11:55pm AEST/AEDT Sunday of Week 7
Weighting 40%
Total Marks 100 marks
Context:
This assessment is prescribed to advance literature searching, critical analysis, research
question development, research planning skills, and reflexivity as a researcher.
This assessment involves developing a research question, preparing interview and probe
questions, identifying four people that you can interview on this topic (for example, your
family or friends, colleagues), and reflecting on your motivation and justification of your
esearch proposal.
It assesses the key understanding necessary for conceptualising and developing a qualitative
esearch proposal, which will prepare you for the use of qualitative methods in research and
evaluation as a public health practitioner.
There are two steps to completing this assignment.
PUBH6013_Assessment 2_Individual_Research_Proposal_Week_7 Page 2 of 6

Instructions:
Step 1:
Develop a research question (similar to the ones you have explored throughout this subject)
that supports qualitative exploration of a topic of your choice. Review the materials from
Module 1 to familiarise yourself with the scope and purpose of qualitative research.
Step 2:
Write a research proposal for your qualitative project.
You must include:
• A
ief literature review to summarise the existing knowledge in this space, and
justify your proposed project.
• Your research question and the knowledge gap that it will address.
• A summary of the key elements of the methodology that you think would be the
most appropriate methodology to use to explore your research question (ie
grounded theory, phenomenology etc), and why it is appropriate for exploring your
esearch question.
• Your methods, including how you will select your participants (in this case, four
people whom you already know) and your interview process.
• Your interview questions.
• A personal reflection on your motivation for exploring this research question, any
ethical or cultural considerations for your project, and anything that could create a
isk of bias in your data (ie interviewing friends).
IMPORTANT NOTES
1. DO NOT commence interviews until you have received feedback from your
facilitator on your research and interview questions, and made any
necessary changes.
2. Make sure that you have the permission of your interviewees before recording
your conversations.
Assessment Criteria:
• Justification of your research project (40%)
• Summary of methodology and methods (30%)
• Reflective writing on motivation and potential for bias (10%)
• Use of academic conventions (20%)
PUBH6013_Assessment 2_Individual_Research_Proposal_Week_ XXXXXXXXXXPage 3 of 6

Learning Ru
ics
Assessment
Attributes Fail (Unacceptable)
Pass
(Functional)
Credit
(Proficient)
Distinction
(Advanced)
High Distinction
(Exceptional)
Grade Description
(Grading Scheme)
Evidence of unsatisfactory achievement
of one or more of the learning
objectives of the course, insufficient
understanding of the course content
and/or unsatisfactory level of skill
development.
Evidence of
satisfactory
achievement of
course learning
objectives, the
development of
elevant skills to a
competent level, and
adequate
interpretation and
critical analysis skills.
Evidence of a good level
of understanding,
knowledge and skill
development in relation
to the content of the
course or work of a
superior quality on the
majority of the learning
objectives of the
course. Demonstration
of a high level of
interpretation and
critical analysis skills.

Evidence of a high
level of
achievement of
the learning
objectives of the
course
demonstrated in
such areas as
interpretation and
critical analysis,
logical argument,
use of
methodology and
communication
skills.
Evidence of an
exceptional level of
achievement of
learning objectives
across the entire
content of the course
demonstrated in such
areas as
interpretation and
critical analysis,
logical argument,
creativity, originality,
use of methodology
and communication
skills.

Summary of
Methodology and
Methods










Insufficient awareness of context and
purpose of the assignment.

Limited understanding of required
concepts and knowledge

Key components of the assignment are
not addressed.





Adequate awareness
of context and
purpose of the
assignment.

Adequate knowledge
or understanding of
the field or discipline.

Resembles a recall or
summary of key ideas.

Consistent awareness
of the context and
purpose of assignment.

Thorough knowledge or
understanding of the
field or discipline/s.
Supports personal
opinion and
information
substantiated by
evidence from the
Advanced
understanding of
the context and
purpose of the
assignment.

Highly developed
understanding of
the field or
discipline/s.

Discriminates
etween personal
Systematic and
critical understanding
of context and
purpose of the
assignment.

A sophisticated
understanding of the
field or discipline/s.

Systematically and
critically discriminates
etween personal
http:
www.tua.edu.au/media/50742/a240_grading-scheme.pdf

PUBH6013_Assessment 2_Individual_Research_Proposal_Week_ XXXXXXXXXXPage 4 of 6













30%















Refers to personal
opinion instead of
evidence from the
esearch/course
materials.












esearch/course
materials.

Demonstrates a
capacity to explain and
apply relevant
concepts.










opinion and
information
substantiated by
obust evidence
from the
esearch/course
materials and
extended reading.

Well
demonstrated
capacity to explain
and apply relevant
concepts.


opinion and
information
substantiated by
obust evidence from
the research/course
materials and
extended reading.

Mastery of concepts
and application to
new
situations/further
learning.


Justification of
esearch proposal










40%

Specific position (perspective or
argument) fails to take into account the
complexities of the issue(s) or scope of
the assignment.

Makes assertions that are not justified.










Specific position
(perspective or
argument) begins to
take into account the
issue(s) or scope of
the assignment.

Justifies any
conclusions reached
with arguments not
merely assertion.





Specific position
(perspective or
argument) takes into
account the
complexities of the
issue(s) or scope of the
assignment. Others’
points of view are
acknowledged.

Justifies the purpose of
and need for the
proposal with well-
formed arguments not
merely assertion.

Specific position
(perspective or
argument) is
expertly presented
and accurately
takes into account
the complexities of
the issue(s) and
scope of the
assignment.

Justifies the
purpose of and
need for the
proposal with well-
Specific position
(perspective or
argument) is
presented expertly,
authoritatively and
imaginatively,
accurately taking into
account the
complexities of the
issue(s) and scope of
the assignment.
Limits of position are
acknowledged.

Justifies the purpose
of and need for the
PUBH6013_Assessment 2_Individual_Research_Proposal_Week_ XXXXXXXXXXPage 5 of 6













developed
arguments.




proposal with
sophisticated
arguments.


Reflective writing on
motivation for
undertaking this
project, and potential
ias








10%

Difficulty in formulating own reflective
thoughts and lack of recognition of
ethical principles and competing
interests. Describes abstract concepts
and facts, but does not apply personal
eflection to the topic.










Attempts to engage in
personal reflection,
although still refers to
facts and concepts.
Considers some
potential sources of
ias.











Engages in personal
eflection on the topic,
and considers some
potential sources of
ias.












Engages in
thoughtful
personal reflection
on the topic,
including
eference to
personal
experiences, and
considers potential
sources of bias
thoroughly.






Engages in
sophisticated
personal reflection on
the topic, including
eference to personal
experiences, and
Answered Same Day Jul 12, 2021 PUBH6013

Solution

Popi answered on Jul 16 2021
145 Votes
Research proposal                                        7
RESEARCH PROPOSAL
Table of contents
Introduction    3
Research question    3
Literature review    3
Methodology    5
Gap analysis    6
Interview questions    6
Reflection    7
References    8
Introduction
In most of the cases, it can be observed that international students face a series of significant challenges in and outside their university. The cross-cultural activity along with the huge variation of the general lifestyle most of the time creates many problems. Insomnia is considering one of the most severe impacts of this cross border educational activity. Severe cases of insomnia results in depression, other physical and mental disorder (Khan, W. A. A., Conduit, R., Kennedy, G. A., & Jackson, M. L. (2020)The rate of medium to severe cases of insomnia is being increased significantly day by day in Australia. Hence it has become necessary to focus on this problem. By judging the regular activity along with the socio-cultural behavior of students a fruitful overview of this disease has been drawn throughout this study.
Step 1
Research question
Qualitative research to identify knowledge about risk factors of insomnia among international students in Australia and their understanding of how it impacts on their health.
Step 2
Literature review
The purpose of any qualitative research is to draw some universal concepts or to generalize some essential qualities from any complex matter of society (Dougherty, 2017). In this particular paper generally, two theories of research have been discussed over here, they are the ground Theory and phenomenology. Between these two theories, the importance and the proper implementation of the ground Theory can be seen throughout the research paper. Both theories are providing a huge set of consideration in this research. Directly or indirectly both are associated with this research approach. In the
oad range of applications of the ground, theory can be seen in this field of research.
Ground theory of research
This ground theory of research generally emphasizes the collection and analysis of the primary data (Moser & Korstjens, 2018). In the case of the development of any theoretical research, it is immensely needed to develop a series of practical approaches. This theory deals with this analytical phase of the data collection method. Any research generally constructs many hypotheses; those hypotheses are mainly built up by going through a proper set of data collection from random or selective samples from society and data analysis. This ground theory of research has been adopted in the 1960s. The sequential analysis of the data and the theoretical sampling and elaboration of the theories related to the research are being discussed properly (Dados & Los Datos, 2018). Comparison and variations of the data are also being calculated.
Phenomenology
Phenomenology is a special process of research. In this part of the consciousness and the experience is being prioritized. The point of view of the first person is being considered as the main fact (Marshall, 2016). The core...
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