Unit Outline

This unit provides postgraduate students with the skills and knowledge to undertake policy-based research - a key transferable employability skill. Practical skills development focuses on undertaking research to inform evidence-based policy positions for a topical real-world issue. Upon completing this unit, you will gain an understanding of how to: define a research problem, use research databases, apply a tailored method to generate policy-relevant data, systematically analyse and present this data, interpret and communicate results, and make evidence-based policy recommendations based on research findings. This unit is one of two capstone offerings in the professional stream of the Master of Environmental Geospatial Science [P7B], Master of Planning [K7P], and Master of Protected Area Governance (K7E), taken in place of KGA742/3 Research Thesis A/B in the research stream. Students specialising in environmental management, planning, protected area governance, and spatial sciences will find the unit complementary and enriching to their core training.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	Identify a research problem to inform a discipline-specific systematic review
2.	Formulate research questions to guide discipline-specific enquiries
3.	Analyse data collected using a systematic literature review to answer research questions
4.	Interpret research findings derived from a systematic literature review
5.	Construct policy recommendations informed by systematic appraisals of discipline specific knowledge

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	none

Alterations as a result of student feedback

Individual roles for group projects have been clarified as a result of student feedback, to better enable marking of each student's contribution to group assessments. Additionally, the size and scope of projects has been limited to make assessment tasks more manageable.

Teaching arrangements


ATTENDANCE MODE	TEACHING TYPE	LEARNING ACTIVITY	CONTACT HOURS	FREQUENCY
On Campus	Lecture (Online)	Online lectures are provided for each week's content in weeks 1-10. You are expected to watch these before the workshop each week.	1	Weekly
	Workshop	You are expected to attend the in person workshop each week.	2	Weekly
	Project	You will meet your staff client, together with the rest of your group, for one hour a week during weeks 2-9.	1	Weekly
	Independent Learning	You are expected to engage with the learning resources and readings on MyLO independently each week.	6	Weekly
	Project	You are expected to work independently on assessment tasks weekly across the semester, for 10 hours a week.	10	Weekly
Online	Lecture (Online)	Online lectures are provided for each week's content in weeks 1-10. You are expected to watch these before the workshop each week.	1	Weekly
	Workshop (Online)	You are expected to attend the workshop online each week.	2	Weekly
	Project	You will meet your staff client, together with the rest of your group, online for one hour a week during weeks 2-9.	1	Weekly
	Independent Learning	You are expected to engage with the learning resources and readings on MyLO independently each week.	6	Weekly
	Project	You are expected to work independently on assessment tasks weekly across the semester, for 10 hours a week.	10	Weekly

Attendance / engagement expectations

If your unit is offered On campus, it is expected that you will attend all on-campus and onsite learning activities. This is to support your own learning and the development of a learning community within the unit. If you are unable to attend regularly, please discuss the situation with your course coordinator and/or our UConnect support team.

If your unit is offered Online, it is expected you will engage in all those activities as indicated in the Unit Outline, including any self-directed learning.

If you miss a learning activity for a legitimate reason (e.g., illness, carer responsibilities) teaching staff will attempt to provide alternative activities (e.g., make up readings) where it is possible.

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Scoping the review (group task)	Week 4	15 %	LO1, LO2, LO3
Assessment Task 2:	Implementing method (group task)	Week 7	20 %	LO1, LO2, LO3
Assessment Task 3:	Data analysis and presentation (group task)	Week 10	25 %	LO3, LO4, LO5
Assessment Task 4:	Major report	Week 14	40 %	LO1, LO2, LO3, LO4, LO5

Assessment details

Assessment Task 1: Scoping the review (group task)

Task Description:

Working with your group, and in discussion with your staff client, identify a policy-relevant research problem suitable for a Systematic Quantitative
Literature Review. Develop a scoping report, including a conceptual model, and a project plan that details group roles and responsibilities.
You will receive a group mark and an individual mark for this assessment. Your individual mark will be moderated based on self, peer and client assessment.

Task Length:

500-1000 words plus figures and tables

Due Date:

Week 4

Weight:

15 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Devise a research question(s) and define key terms for your literature search	LO1
2	Prepare a conceptual model that illustrates your initial understanding of the relationship between the concepts/variables under consideration	LO1, LO2
3	Describe project tasks, team roles and responsibilities, and deliverables and prepare a graphic to visualise these.	LO2, LO3

Assessment Task 2: Implementing method (group task)

Task Description:

With the formulated problem and conceptual model from AT1, you will apply the methods for preparing a systematic quantitative literature review. You will work with your client and team to develop an Excel database, including categories of analysis, based on the keywords and conceptual model from AT1. Enter the first 5 papers into the Excel database, and use these to test the feasibility of the initial categories of analysis. Note any changes that need to be made based on this feasibility testing. You will then search the appropriate scholarly databases using the keywords and Boolean search functions. You will apply appropriate inclusion and exclusion criteria to identify potential papers to be included in the systematic review. Write a group report detailing how you have addressed the criteria, and explain your decisions.
You will receive a group mark and an individual mark for this assessment. Your individual mark will be moderated based on self, peer and client assessment.

Task Length:

500-1000 words plus figures and tables.

Due Date:

Week 7

Weight:

20 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Formulate keywords for your database search	LO1, LO2
2	Appraise suitable scholarly databases	LO3
3	Compile Boolean search terms	LO1, LO2, LO3
4	Develop exclusion and inclusion criteria and present a PRISMA diagram	LO1, LO2, LO3
5	Test the feasibility of categories of analysis in your draft database (5 papers)	LO3

Assessment Task 3: Data analysis and presentation (group task)

Task Description:

Part 1. As a group, identify a published SQLR to review. In a workshop, present your thoughts on the methods, presentation, and limitations of this paper (5%).
Part 2. Building upon the method developed in AT2, you will work with your team to build a group spreadsheet comprising all the texts you have identified for your review. Each member of the team must review 10 additional papers from your search, and input their findings to the group spreadsheet. As a group, produce visualisations of the data, and present your findings to the class (20%).
You will receive a group mark and an individual mark for this assessment. Your individual mark will be moderated based on self, peer and client assessment.

Task Length:

This task is in two parts. Part 1. Your group will present a brief review of a published SQLR. Part 2. Your group will give a short audio-visual presentation of your findings to the class and clients.

Due Date:

Week 10

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Collect data from scholarly databases	LO3
2	Assess papers using your categories and indicators and input data into spreadsheet	LO3, LO4
3	Generate output tables and charts	LO3, LO4
4	Analyse data	LO3, LO4
5	Present the results and describe their relevance to policy or practice	LO4, LO5

Assessment Task 4: Major report

Task Description:

This task is to be completed as an individual. You will build upon your group's data collection and analysis to write a professional report that presents the research questions and methods, interprets the findings from your research using clear and effective visualisations, uses correctly attributed sources, and makes relevant policy recommendations based on findings.
Students must pass this assessment task in order to pass the unit.

Task Length:

5000 words maximum, excluding figures, tables and reference list.

Due Date:

Week 14

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Write a professional report based on your review, presenting research questions, methods, findings and policy recommendations.	LO1, LO2, LO3, LO4, LO5
2	Present research findings in correctly captioned figures, charts and tables to a professional standard	LO3, LO4, LO5
3	Communicate policy recommendations with convincing arguments for a professional audience	LO5

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.