Research and Evaluation in Social Work Practice PG (12017.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Online real-time |
UC - Canberra, Online |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Health |
| Discipline | Study level | HECS Bands |
| Social Work | Post Graduate Level | Band 2 2021 (Commenced Before 1 Jan 2021) Band 2 2021 (Prof Pathway Social Work- After 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan 2021) |
Learning outcomes
Upon successful completion of this unit, students will be able to:1. Critically reflect on using research evidence for social work practice;
2. Demonstrate ability to design a research proposal including literature review, methodology, data analysis techniques required and Human Research Ethics Committee (HREC) processes;
3. Consider and apply Indigenous knowledge systems and methodologies to meaningfully integrate decolonial research design; and
4. Critically analyse the role of co-creation in research partnerships to advance self-determination, data sovereignty and community-led priorities.
Graduate attributes
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - evaluate and adopt new technology
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - apply their knowledge to working with Indigenous Australians in socially just ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - use Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline
Skills development
| Unit Learning Outcomes | UC Graduate Attributes | Alignment to AASW Practice Standards | Assessment |
| 1. Critically reflect on using research evidence for social work practice | UC graduates are professional UC graduates are lifelong learners |
Standard 1.1: Practice in accordance with the AASW Code of Ethics Standard 4.1: Understand higher level systemic influences on people with respect to area of practice Standard 4.3: Understand the role of research and evaluation in obtaining and generating new knowledge for practice Standard 4.4: Understand and articulate how and when theories, knowledge bases and knowledge sources inform practice |
Assessment 1 and Assessment 2. |
| 2. Demonstrate ability to design a research proposal including literature review, methodology, data analysis techniques required and Human Research Ethics Committee (HREC) processes | UC graduates are professional UC graduates are global citizens |
Standard 1.1: Practice in accordance with the AASW Code of Ethics Standard 1.2: Manage ethical dilemmas and issues arising in practice Standard 4.2: Understand and articulate social work and other relevant theories and concepts Standard 4.3: Understand the role of research and evaluation in obtaining and generating new knowledge for practice Standard 4.4: Understand and articulate how and when theories, knowledge bases and knowledge sources inform practice Standard 5.1: Assess and analyse needs to inform practice Standard 5.4: Apply critical and reflective thinking to practice Standard 6.1: Communicate with a diverse range of people Standard 6.4: Use information technology to communicate and provide services Standard 7.1: Record and manage information appropriately Standard 7.2: Keep and maintain information in accordance with the ethical principles and relevant legislation |
Assessment 2 and Assessment 3 |
| 3. Consider and apply Indigenous knowledge systems and methodologies to meaningfully integrate decolonial research partnerships. | UC graduates are professional UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing |
Standard 6.1: Communicate with a diverse range of people Standard 3.1: Work respectfully and inclusively with cultural difference and diversity Standard 3.2: Respect, strive to understand and promote the rights of Aboriginal and Torres Strait Islander peoples and their cultures |
Assessment 2 |
| 4. Critically analyse the role of co-creation in research partnerships to advance self-determination, data sovereignty and community-led priorities. |
UC graduates are professional UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing |
Standard 6.1: Communicate with a diverse range of people Standard 3.1: Work respectfully and inclusively with cultural difference and diversity Standard 3.2: Respect, strive to understand and promote the rights of Aboriginal and Torres Strait Islander peoples and their cultures |
Assessment 2 and Assessment 3 |
Prerequisites
None.Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2026 | UC - Canberra, Online | Study Block 1 | 19 January 2026 | Online real-time | Dr Samantha Lukey |
| 2026 | UC - Canberra, Online | Study Block 4 | 06 July 2026 | Online real-time | Dr Amelia Wheeler |
| 2027 | UC - Canberra, Online | Study Block 1 | 18 January 2027 | Online real-time | Dr Samantha Lukey |
| 2027 | UC - Canberra, Online | Study Block 4 | 05 July 2027 | Online real-time | Dr Amelia Wheeler |
Required texts
Key texts:
-
- Dunk-West, P. & Saxton, K. (2024). Qualitative Social Research: Critical Methods for Social Change. Routledge.
-
- Rawsthorne, M., Tseris, E., Howard, A., Terare, M. & Sharma, A. (2023). Using Social Research for Social Justice: An Introduction for Social Work and Human Services. Routledge.
-
- Tuhiwai Smith, L. (2013). Decolonizing methodologies: Research and Indigenous peoples. Zed Books.
Please note: all readings relating to the course are digitised and a reading list, with links to online readings, will be available on the Course site.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Participation requirements
Attendance at tutorials is considered essential in this course. Students will be strongly supported to attain and demonstrate the required learning outcomes in their assessments via attendance and participation in weekly tutorials.
Tutorial recordings will be made available for those students who are unable to attend live sessions, however recordings cannot replicate the live learning experience of engagement with peers, teachers and guest speakers. Please note sections of tutorial recordings may be removed if sensitive information has been disclosed.
Required IT skills
In order to engage in this unit, students are expected to have a reliable computer with the latest operating system. Students will also require reliable internet connection and the latest version of Google Chrome (preferred browser) to access UCLearn.
You are expected to have access to Microsoft Office applications including Word, Excel and PowerPoint.
This unit involves online meetings in real time using Zoom. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset.
In order to complete research, you will need to be able to search the library data bases for relevant journal articles. It is the individual student's responsibility to access appropriate help from the University IT services or the library if they do not have adequate research skills.
Please see the Social Work Hub on Canvase for orientation to key software and applications.
Work placement, internships or practicums
None
Additional information
Use of Artificial Intelligence in this Unit
Students have permission to utilise assistive academic support services or tools (translation, editing and paraphrasing tools or services) and / or Generative Artificial Intelligence (Gen AI) programs for assessments in this unit, provided the following conditions are met:
1. Students appropriately acknowledge the use of assistive academic support services or Gen AI in the assessment itself, as well as in the reference list (as per APA7 style)
2. Students provide a GenAI Acknowledgement Statement that is placed after the reference list. The GenAI Acknowledgement Statement should clearly outline what tools or services were utilised and in what ways they were utilised in the process of completing the assessment.
Your Unit Convenor may require additional specific information about how you have used GenAI, such as including the prompts you used or providing the output of the GenAI as an appendix to the submission. These requirements will be specified in the assessment instructions.
It is recommended that you:
- Keep records of the development of the work submitted for the assessment, and any drafts of the works submitted for a work-in-progress review, in a learning portoflio or equivalent. Access to these records may be requested by teaching staff.
- Ensure you are ready to respond to questions about your assessment to demonstrate your achievement of the learning outcomes of that assessment if / when you may be requested to participate in a conversation about your submission.
GenAI Acknowldgement Statement Examples
Complete the relevant GenAI Acknowledgement Statement for your assessment before copying the statement into your submission after the reference list:
- I did not use any genAI tools/services in the preparation of this assessment. I understand that providing false or misleading information in this GenAI Acknowledgement Statement may constitute a breach of the University of Canberra (Student Conduct) Rules 2023.
OR
- I have used the following Generative Artificial Intelligence (GenAI) tools/services in the preparation of this assessment:
• GenAI service name and version: [Insert]
• Link to the GenAI service: [Insert]
• I used this GenAI service: [insert]
I confirm I have not used GenAI in the preparation of this assessment for any purpose other than what I have acknowledged above. I understand that providing false or misleading information in this GenAI Acknowledgement Statement may constitute a breach of the University of Canberra (Student Conduct) Rules 2023.
EXAMPLE:
I have used the following Generative Artificial Intelligence (GenAI) tools/services in the preparation of this assessment:
• GenAI service name and version: Microsoft Copilot
• Link to the GenAI service: https://copilot.microsoft.com/
• I used this GenAI service: for initial ideation in response to the topic, assisting in structuring my thinking, developing a comparison table, and suggesting clearer language.
I confirm I have not used the Generative Artificial Intelligence service in development of this work for assessment other than what I have declared and acknowledged above. I understand that providing false or misleading information in this declaration and acknowledgement may constitute a breach of the Student Conduct Rules
GenAI supporting information for students
The GenAI for Students guide will assist you in understanding GenAI and how it can be used at the University of Canberra: https://canberra.libguides.com/genai
GenAI and referencing
Each referencing guide provided by the Library provides advice on how to appropriately reference the use of GenAI in-text.
Free and protected access to Microsoft Copilot
The University provides students with free and protected access to Microsoft Copilot and Dall-E. These GenAI services are accessible when you log-in using your UC username and password at https://copilot.microsoft.com/
Recommendation
UC students should avoid using GenAI tools other than the secure Microsoft Copilot system provided by the University for completing assessments. Using this version of Microsoft Copilot ensures your student data, personal information, and intellectual property are protected.
In the online content and tutorials for this unit, students will be provided with information and support about appropriate ways to utilise GenAI as a tool for research.
