EDFD705 to EDFD716

EDFD705 Research Problem Exploration in Context                                                                            20 cp

Australian research on The Doctoral Experience concluded “that time taken for topic (or problem) definition was clearly seen as needing to be reduced”. This unit aims to assist candidates to clarify their research problem by analyzing the context from which it is derived and by deconstructing the tentative conceptual issues to illuminate and amplify the problem. Candidates will be introduced to and guided to use a comprehensive array of data bases and be mentored through critical reflective experiences to generate a logical narrative, culminating in the justified articulation of their research problem as they appreciate it at this early stage. This understanding in turn is employed flexibly in the incipient investigation of the scholarly literature to produce a literature map with a major annotated literature framework accompanying it. The framework represents an initial synthesized understanding of the substantive content knowledge which underpins the research pursuit. This stage is the pre-requisite of the conceptualized literature review to be attempted in the following unit. The outcome of this unit is the basic scaffolding for three chapters of a thesis or dissertation.

EDFD706 Literature and Theoretical Critique                                                                                       20 cp

Examiners’ reports of theses and dissertations frequently identify the unsatisfactory nature of research literature reviews. Too often examiners comment upon an over-focus on rhetorical literature to the neglect of the empirical, presented as a list of semi-coherent conclusions. This unit will engage the candidate, in close consultation with his/her supervisors in identifying the appropriate literature. From the concepts embedded in the problem articulation and by synthesising the relevant literature, the candidate will generate a conceptual framework which allows the literature to illuminate suitably an understanding of the problem as well as, where appropriate to generate defensibly the research question. The end product represents a complex re-conceptualisation of the substantive knowledge matrix embedded in nurturing a sophisticated appreciation of the research problem.

EDFD707 Research Paradigms, Methodologies and Methods                                                              20 cp

In writing a research thesis or dissertation it is imperative to communicate comprehensively and justify the research design underpinning the study. Thus clarity, coherency and comprehensiveness of the research design are pivotal. The purpose of this unit is to assist students to construct the design chapter of their thesis or dissertation. The unit addresses the need to develop and defend a theoretical framework and research methodology generated from the research problem, an issue identified by examiners as often lacking in the design chapter. Likewise, the unit guides candidates to argue logically for a research design based on the justified research questions. This unit along with personalised support from the candidate’s supervisor will tailor specific learning to meet the individual candidate’s needs for their design chapter. As a result some students may be engaged for prolonged periods of personalised tutorial work with a staff member who has particular expertise in a specific area unique to the candidate’s problem.

EDFD708 Education and Globalisation                                                                                                 20 cp

Students will explore the inter-relationships between the emergence of globalisation, social change and educational outcomes. The contrasting discourse between internationalisation and globalisation will be examined and major perspectives of globalisation will be analysed. A major feature of the unit will be the impact of modernity and globalisation on the nation state, and the consequences for education and work globally. Particular attention will be given to the rise of global education policies, reflecting accountability, excellence and quality, especially in current educational reforms reflecting privatisation, marketing and academic elitism.

EDFD709 Learning, Development and Educational Practice                                                                20 cp

This unit explores the interconnected nature of knowledge and multidisciplinary approaches to learning. It considers a broad and encompassing view of learning that goes beyond the instrumental view of education to one that emphasises continuing development and lifelong learning. The principles and perspectives of diverse learning theories and associated methodologies are examined within the broader political and social contexts of educational practice. Synergies between theory and practice are explored through a critique of traditional approaches to educational practice and alternative types of learning. This unit challenges the candidates to reflect critically on their understanding of the nature of learning and development in terms of their particular research interest through interconnecting lenses. These include their own assumptions and experiences as learners and educators, the experiences and perceptions of others in professional roles within changing educational contexts and the scholarly literature relevant to a particular research interest or problem.

EDFD710 Spiritual and Ethical Dimensions of Education                                                                     20 cp

Both teaching and learning are moral acts, and their moral dimension invites scrutiny from a variety of philosophical and epistemological perspectives. Hence this unit explores the spiritual and moral dimensions of education. It also offers a framework on the use of various constructs to critique the spiritual/ethical dynamics of education. Issues such as: religion, spirituality, virtues, character, values and citizenship are explored in their educational contexts. A central feature in any spiritual/ethical education is the intention to bring about some form of personal change in students, and not just changes in knowledge and skills; this raises questions about the ethics of such intentions and related practices in terms of respect for individuals and their autonomy, as well as questions about the extent to which educational transactions can be expected to foster change in beliefs, attitudes and values. In addition, the unit considers some ethical issues related to policy, leadership and administration in education as well as ethical issues for research in education.

EDFD714 Research Problem Exploration in Context                                                                            20 cp

Australian research on The Doctoral Experience concluded “that time taken for topic (or problem) definition was clearly seen as needing to be reduced”. This unit aims to assist candidates to clarify their research problem by analyzing the context from which it is derived and by deconstructing the tentative conceptual issues to illuminate and amplify the problem. Candidates will be introduced to and guided to use a comprehensive array of data bases and be mentored through critical reflective experiences to generate a logical narrative, culminating in the justified articulation of their research problem as they appreciate it at this early stage. This understanding in turn is employed flexibly in the incipient investigation of the scholarly literature to produce a literature map with a major annotated literature framework accompanying it. The framework represents an initial synthesized understanding of the substantive content knowledge which underpins the research pursuit. This stage is the pre-requisite of the conceptualized literature review to be attempted in the following unit. The outcome of this unit is the basic scaffolding for three chapters of a thesis or dissertation.

EDFD715 Literature and Theoretical Critique                                                                                       20 cp

Examiners’ reports of theses and dissertations frequently identify the unsatisfactory nature of research literature reviews. Too often examiners comment upon an over-focus on rhetorical literature to the neglect of the empirical, presented as a list of semi-coherent conclusions. This unit will engage the candidate, in close consultation with his/her supervisors in identifying and systemising the appropriate literature. A conceptual framework for the research project will be developed from an in-depth study of relevant literature in order to show how the literature illuminates the research problem. In this process detailed research questions are to be generated. The end product represents a complex re-conceptualisation of the substantive knowledge matrix embedded in nurturing a sophisticated appreciation of the research problem.

EDFD716 Research Paradigms, Methodologies and Methods                                                              20 cp

In writing a research thesis or dissertation it is imperative to communicate comprehensively and justify the research design underpinning the study. Thus clarity, coherency and comprehensiveness of the research design are pivotal. The purpose of this unit is to assist students to construct the design chapter of their thesis or dissertation. The unit addresses the need to develop and defend a theoretical framework and research methodology generated from the research problem, an issue identified by examiners as often lacking in the design chapter. Likewise, the unit guides candidates to argue logically for a research design based on the justified research questions. This unit along with personalised support from the candidate’s supervisor will tailor specific learning to meet the individual candidate’s needs for their design chapter. As a result some students may be engaged for prolonged periods of personalised tutorial work with a staff member who has particular expertise in a specific area unique to the candidate’s problem.