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ASSESSMENT COVER SHEET
QUALIFICATION: BSB80615 Graduate Diploma of Management (Learning)
Unit: BSBRES801 Initiate and lead applied research
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JUAN CAMILO GIRALDO
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ASSESSMENT GUIDELINES FOR STUDENTS
1. You need to achieve a ‘Satisfactory’ grade in ALL the assessments items to be granted a ‘Competent’ grade in the unit.
1. In case you are not able to achieve a ‘Satisfactory’ grade in any assessment task, you will be given three (3) attempts to resubmit your assessment. Your trainer will be available to assist you in any areas of difficulty. Please discuss the assessment with your trainer to seek advice on how you can achieve competency in the unit.
1. Where relevant, oral questions may be asked to gather more information on your knowledge, skills and competence in the unit.
1. A holistic approach is used to assess your skills relevant to this qualification. The skills are assessed across the different units offered within this qualification. Where a skill relevant to this unit is not assessed within this assessment pack, please note that the skill will be assessed in another unit.
ASSESSMENT 1- THEORY AND RESEARCH
To complete this assessment you need to review:
· Study Guide: Topic 1 , 2, 3 and 4
This assessment has THREE parts
Answer the following questions by refe
ing to the research and applying your own ideas. You must reference the research using the Harvard referencing style.
Part A: Related to Topic 1
1. What do you understand by the term ‘applied research’?
2. What do you understand by the term ‘research context’?
3. Why is it important to frame a very clear and concise research question?
4. Explain the difference between qualitative and quantitative research
ACTION RESEARCH: Complete the following research task:
Research task: Action research
Access information about action research. Use the following websites or conduct your own search:
a. Action Learning, Action Research Association Inc., ‘Action research’,
. Dick, B., ‘Action research and action learning’,
c. Wadsworth, Y., ‘Action Research International: Paper 2. What is participatory research?’,
1. What is action research?
2. How does action research fit the action and the research together?
Review the various flowcharts that can be used to describe action research:
. Robertson, A., Major positions in research methods, uploaded 2007, YouTube video,
3. How does action research differ from conventional research?
4. What would you need to consider if you were to implement a research project in your workplace?
5. ETHNOGRAPHIC RESEARCH: Complete the following task
Research task: Ethnographic research guidelines
Think about the following ethnographic research guidelines from TESOL Quarterly:
... Ethnography (and critical ethnography in particular) adopts a complex theoretical orientation toward culture. Culture — in collectives of differing magnitude, whether educational institutions, student communities, classrooms, or activity groups — is treated as heterogeneous, conflictual, negotiated, and evolving, as distinct from unified, cohesive, fixed, and static ...
Show evidence of residing or spending considerable lengths of time interacting with people in the study setting, observing and recording their activities as they unfolded through means such as field notes (see, e.g., Emerson, Fretz, & Shaw, 1995), audio and video recordings, or both. A hallmark of ethnography is extended, firsthand participant observation and interactions with participants in the study setting.
Record participant beliefs and attitudes through such typical means as notes or transcribed recordings of informal conversation and interviews, and participant journals (see Salzman, 2001).
Include several different sources of data. Besides participant observation and interactions with participants, these sources might include life histories (Darnell, 2001) and na
ative analysis (Cortazzi, 2001), photography, audio or video recordings (Nastasi, 1999), written documents (Brewer, 2000), data documenting historical trends, and questionnaires and surveys (Salzman, 2001).
If called for, as they often are in critical ethnography (as well as in many cases of descriptive/interpretive ethnography), use additional sources of data and reflection. These include:
evidence of how the power differences between you and the informants/subjects were negotiated. Though it is idealistic to think that power differences can be totally eliminated, address how they were managed, modified, or shifted and how they influenced the data gathered.
your attitudes and biases toward the community and its culture. Record how your perspectives changed during the course of the research and how these changes shaped the data gathered.
the impact of your activities and behavior on the community. State whether you involved yourself in the ethical, social, or political challenges faced by the community. Include in the data the way such practical engagements may have generated deeper insights or affected the research (and the ways you negotiated these tensions).
the conflicts and inconsistencies in the statements made by the informants (or community insiders). Rather than favoring one set of data over the other or neatly tying all the loose strands to a
ive at generalizations, wrestle with the diversity of insider perspectives in order to represent culture with complexity.
oadened understanding of the context of the culture. Although context is being constantly (re)created through talk even as the informants interact with the researcher, reflect in the data the way larger forces outside the community shape culture. Study how social institutions and political agencies affect the local culture, and, similarly, seek historical data on the status of the culture before and after the research.
Because ethnographic analytical procedures vary by researchers’ schools of thought, you may incorporate quantitative as well as qualitative procedures and instruments if appropriate (see, e.g., Bernard, 2002).
(Teachers of English to Speakers of Other Languages, Inc (TESOL), ‘TESOL Quarterly research guidelines: Qualitative research: (Critical) ethnography guidelines’,
1. What are some of the possible ba
iers to conducting effective ethnographic research in your specific workplace context?
6. Explain the meaning of ‘validity’ in quantitative and qualitative research
7. Why is it important to maintain privacy when conducting research?
8. What are the benefits of a code of conduct for research?
Part B: Related to Topic 2
9. Why is it important to conduct a literature review prior to conducting research?
10. RESEARCH METHODS AND DATA COLLECTION: Complete the table below by listing the advantages of each research technique
Questionnaires and surveys
Some types of have low response rates but are more easily collated than interview data.
Questions need to be worded carefully to avoid confusion and misunderstanding.
Case studies can be difficult to generalise or make comparisons from.
Difficult to ensure consistency if a number of researchers are involved.
Difficult to record accurately — a skilled exercise.
Participants may develop ‘group think’.
Difficult to record and transcribe.
If more than one researcher is involved, difficult to ensure consistency.
Often difficult to interpret.
May require expert handling and analysis.
Part C: Related to Topic 3 and 4
11. What is ‘triangulation’?
12. What are some of the factors you need to consider when presenting a research report?
ASSESSMENT 2- Analysing Research Reports
You have been given copies of two research reports. Read the reports. Select ONE of the following reports and analyse the use of research techniques and answer the questions below
· REPORT 1: Barton, D., Appleby, R., Hodge, R., Tusting, K., and Ivanic, R., 2006, Relating adults lives and learning: participation and engagement in different settings, National Research and Development Centre for Adult Literacy and Numeracy (NRDC), London, viewed April 2012,
· REPORT 2: Leith, M., 2012, How learning English facilitates integration for adult migrants: the Ja
ah Language Centre experience, NCVER, viewed April 2012,
1. Which report have you selected for this assessment? Tick any ONE below
Fundamentals: Purpose, audience, question
1. What is the purpose and genesis of the report. What motivated the research? Why was it done?
7. What is the question, problem or hypothesis?
8. What is the intended and potential audience?
9. How is the research relevant to the organisation or audience — how might LLN practitioners and