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COMM09001 2021 Communication for Researchers

General Details

Full Title
Communication for Researchers
Transcript Title
Communication for Researchers
Code
COMM09001
Attendance
N/A %
Subject Area
COMM - 0031 Comm/Personal Dev
Department
BUS - Business
Level
09 - Level 9
Credit
10 - 10 Credits
Duration
Semester
Fee
€
Start Term
2021 - Full Academic Year 2021-22
End Term
9999 - The End of Time
Author(s)
John Bartlett, Ruth Moran
Programme Membership
SG_SRESE_S09 202100 Certificate in Research Practice SG_BRESE_O09 202200 Post Graduate Diploma in Science in Research Practice SG_BRESE_O09 202200 Post Graduate Diploma in Science in Research Practice SG_SRESE_S09 202200 Postgraduate Certificate in Research Practice
Description

The aim of this module is to introduce learners to a variety of specific modes of communication. This includes strategies for the development of initial research ideas, reviewing relevant concepts, theories and previous studies, establishing a conceptual framework, and defending a research proposal.

Learning Outcomes

On completion of this module the learner will/should be able to;

1.

Value the importance of communicating various aspects of research and the research process.

2.

Articulate and present research ideas

3.

Describe and defend a research design

4.

Evaluate and appraise the fundamentals of writing a scholarly paper

5.

Demonstrate an understanding of the principles of a professional presentation

Teaching and Learning Strategies

A variety of teaching and learning techniques will be incorporated including case studies, problem-based learning, guest lecturing, flipped classroom, peer learning. 

Module Assessment Strategies

Learning outcomes will be assessed by means of an individual review of current literature on an agreed topic that will be determined by reference to research intent and the use of appropriate writing conventions for communicating with other scholars. That is, an area of specific research should be selected and the literature reviewed to distil the major themes and topics that have emerged in previous studies within this area of research. The review should be comprehensive enough to identify knowledge gaps where further studies can add to the body of knowledge in this area. Learners will be required to sequence their review in a manner that leads the reader to understand the implications of the review for further research (70%). Learners will be required to make a formal presentation on the implications of their review of literature for future research. A specific, credible research topic should be presented and defended by reference to previously published research and the general feasibility of the project (20%) Class participation will also be assessed (10%).

Repeat Assessments

Repeat assessments requirements will be based on failed components and be recorded at the Progression and Award Boards.

Indicative Syllabus

Preparing for a Research Investigation                             

Establishing and Systematising the Conceptual Framework

Engaging with the Research Process

Preparing for Candidature

Writing the Dissertation

Making the Results Available

Writing a Scholarly Paper

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Individual Project Literature review on an agreed topic Coursework Assessment Assessment 70 % Start of Semester 1,2,3,4
2 Performance Evaluation Presentation Coursework Assessment Assessment 20 % End of Semester 1,2,3,4,5
3 Performance Evaluation Class participation Coursework Assessment Assignment 10 % End of Semester 1,2,3,4,5

Part Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Independent Learning Online Reading 9 Weekly 9.00
Lecture Online Information Dissemination 3 Weekly 3.00
Total Part Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources

Afolabi, M 1992. ‘The review of related literature in research’. International Journal of Information and Library Research, vol. 4, pp.59-66.

AGPS 1994. Style manual for authors, editors and printers. Fifth edition, AGPS, Canberra.

Auerbach, C.E. and Silverstein, L.B. 2003,.Qualitative Data: An introduction to coding and analysis, New York University Press, New York.

Becker, L., 2004. How to manage your Postgraduate Course, Palgrave Macmillan, New York.

Biggs, J.B. 1989 ‘Approaches to the Enhancement of Tertiary Teaching’, Higher Education Research and Development, Vol 8, No 1, pp.7-25.

Bligh, D. (Ed.) 1984, Teach Thinking by Discussion, SRHE & NFER-Nelson, Surrey.

Bruce, C. 1994 ‘Supervising Literature Reviews’ in Ryan, Y. and Zuber-Skerritt, O. (Eds), 1994.

Quality in Postgraduate Eduction, Kogan Page, London, pp.143-155.

Burr, W.R 1995. ‘Using theories in family science’. In R.D. Day, K.R. Gilbert, B.H. Settles and

W.R. Burr (eds.) Research and Theory In Family Science, Brooks-Cole, Pacific Grove.

Burr. W.R, Hill, R., Nye, F.1., & Reiss, I.L. (1979). Contemporary Theories about the Family: General theories /theoretical orientations (Vol. II). New York: The Free Press.

Cairney, P. (2016). The politics of evidence-based policy making. Palgrave Macmillan UK, London

Cooke, L. 2005. ‘Distant light’, Art Forum XLIII, No. 6.

Crotty, M. 1998. The Foundations of Social Research: Meaning and perspective in the research process, Allen & Unwin, Crows Nest.

Dawkins, J. 1988, Higher Education: A policy statement, AGPS, Canberra.

de Laine, M. 1997. Ethnography: Theory and applications in Health Research, Maclennan, Sydney. Delamont, S., Atkinson, P. and Parry, O., 1997. Supervising the PhD: A guide to success, Open University Press, Buckingham.

DEST. Number for Full-time and Fractional Fall-tune Academic Staff by State, Institution, Highest Qualification and Gender, 2003 Table 24 (Retrieved 18/5/2007) http://www.dest.gov.au/ higheredistatistics/staff/03/s-taff2003.xls.

DEST, Number for Full-time and Fractional Full-time Staff by Age Group, Current Duties Classification and Gender, 2003 Table 20 (Retrieved 18/5/2007) http://www.dest.gov.auThighered/ statisticsIstafV03/staff2003.xls.

Donnelly, N. (2015). Communicating Research: A guide: The Centre for Aging Research and Developing in Ireland (CARDI).

Einstein, A. and Infeld, I. 1971, The Evolution of Physics, Cambridge University Press, Cambridge. Gale, A. and Vetere, A. 1987. Ecological Studies of Family Life, John Wiley, Chichester.

Gale, A., & Vetere, A. (1987). ‘Some theories of family behaviour’. In A. Vetere & A. Gale (Eds.), Ecological Studies of Family Life (pp. 34-63). Chichester: John Wiley.

Goode, W.J. (1960). ‘A Theory of Role Strain’. American Sociological Review, 25, 483-496.

Gowin, D.R., & Alvarez, M.C. (2005) The Art ofEducating with I/Diagrams. Cambridge: Cambridge University Press.

Heisenberg, W. 1958, Physics and Philosophy, Harper & Row, New York.

Hockey, J. (1994). ‘New Territory: Problems of adjusting to the first year of a social science Phd.’Studies in Higher Education, 19(2), 177-190.

Hussey, J. and Hussey, R. 1997. Business Research: A practical guide for undergraduate and postgraduate students, Macmillan, London.

Huston-Hoburg, L.H., & Strange, C. (1986). ‘Spouse support among male and female returning adult students’. Journal of College Student Personnel, 27, 388-394.

Hutchins, R.M. 1952. ‘The Great Conversation: The substance of a Liberal Education’, in Great Books of the Western World, Vol 1, University of Chicago: Encyclopaedia Britannica, Inc

Ingoldsby, B.B, Smith, S.R. and Miller, J. E. 2004. Exploring Family Theories, Roxbury, Los Angeles. Kolb, D. 1984, Experiential Learning: Experience as the source of learning and development, Prentice-Hall, New Jersey.

Krueger, R.A. (1994). Focus Groups: A practical guide for applied research, Sage Thousand Oaks. Lave, J. and Wenger, E. 1991. Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Magee, B. 1973. Popper. Fontana/Collins, Glasgow.

Marton, F. 1986. ‘Phenomenography. A research approach to investigating different understandings of reality’, Journal of Thought, vol. 21, no. 3.

Miles, M.B. and Huberman, A.M. 1994, Qualitative Data Analysis, Sage, London.

Minichiello, V., Aroni, R., Timewell, E. and Alexander, L. 1995. In-Depth Interviewing, Longman, Melbourne.

Novak, J. and Gowin, R. 1984. Learning how to Learn. London: Oxford University Press. Ortega y Gassett, J. 1992, Mission of the University, Transaction Publishers, London.

Phillips, E.M. and Pugh, D.S. 2000. How to get a PhD: a handbook for students and their supervisors, 3rd ed. Open University Press, Buckingham.

Phoenix, J. Atkinson, L. and Baker, H.  (2019). Creating and communicating social research for policymakers in government. Palgrave Commun 5, 98 (2019). https://doi.org/10.1057/s41599-019-0310-1

Popper, K.R. 1963, Conjectures and Refutations: the growth of scientific knowledge, Harper & Row, London.

Riddle, J. (2000). Crisis or turning point? The frustrations and transformations of the mid-life education doctoral student. ASHE Annual Meeting Paper. Sacramento, CA.

Robson, C. 2002. Real World Research, Blackwell, Oxford.

Rogers, C. 1969, On Becoming a Person: A Therapist’s view of psychotherapy, Constable, London. Sadler, D.R. 1990. Up the Publication Road (2nd Ed.) HERDSA Green Guide, HERDSA, Jamison, ACT.

Schrodinger, E., 1956, Science and Humanism, Cambridge University Press, Cambridge. Sillitoe, J.F. and Crosling, G. 1999. ‘Thesis Planning and Writing: a structured approach’. In: Y. Ryan and O. Zuber-Skerritt, (eds.), Supervising postgraduates from Non-English Speaking Backgrounds. Buckingham: SHRE and Open University. pp.167-174.

Slife, B.D. and Williams, R.N. 1995. What’s Behind the Research? Discovering hidden assumptions in the behavioural sciences, Sage, Thousand Oaks.

Tashakkori, A. and Teddlie, C. 1998. Mixed Methodology: Combining qualitative and quantitative approaches, Sage, Thousand Oaks.

Tennant, M. 1988, Psychology and Adult Learning, Routledge, New York.

Toncich, D., 1999. Key Factors in Postgraduate Research: A guide for students, Chrystobel, Brighton. Webb, J.K. 2005. Unpublished PhD thesis, University of Ballarat.

White, J. M. and Klein, D.M. 2002. Family Theories (2nd ed.) Sage, Thousand Oaks.

Journal Resources
  1. Branch, J., & Rocchi, F. (2015). Concept development: a primer. Philosophy of Management, 14(2), 111–133. https://adu.on.worldcat.org/oclc/5849518683.
  2. Caniato, F., Doran, D., Sousa, R., & Boer, H. (2018). Designing and developing OM Research – from concept to publication. International Journal of Operations & Production Management, 38(9), 1836–1856. https://adu.on.worldcat.org/oclc/7848939267.
  3. Slavec, A., DrnovsĖŒek Mateja, & Hisrich, R. D. (2017). Entrepreneurial Openness: Concept Development and Measure Validation. European Management Journal, 35(2), 211–223. https://adu.on.worldcat.org/oclc/6823951006.
  4. Tuli, K. R., Lee, L., & Gal, D. (2021). Marketing Agility: The Concept, Antecedents, and a Research Agenda. Journal of Marketing, 85(1), 35–58. https://adu.on.worldcat.org/oclc/8823250931.
  5. Van Gelderen, M., Kautonen, T., Wincent, J., & Biniari, M. (2018). Implementation Intentions in the Entrepreneurial Process: Concept, Empirical Findings, and Research Agenda. Small Business Economics: An Entrepreneurship Journal, 51(4), 923–941. https://adu.on.worldcat.org/oclc/7921874811.
  6. Vaughn, L. M., Jones, J. R., BA, E. B., & Burke, J. G. (2017). Concept Mapping Methodology and Community-Engaged Research: A Perfect Pairing. Evaluation and Program Planning, 60, 229–232. https://adu.on.worldcat.org/oclc/6995472817.
URL Resources
Other Resources

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