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Masters student
engagement with
the research
requirements of
AQF Level 9
Dr John Willison
School of Education
University of Adelaide
Many models of AQF9
• Eg 4 Semester Masters
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Content rich courses + 1 Research Methods Course
Research Capstone
Embedded Research Assignment
Embedded Research Assignment
Embedded Research Assignment
Embedded Research Assignment
Your Model?
AQF Level 9 Master (Coursework) Qualification Type Descriptor
Apply knowledge and skills:• with creativity and initiative• with high level personal autonomy• with mastery • to plan and execute a substantial research
based project, capstone experience and/or piece of scholarship
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The University of Adelaide Research requirements for Masters programs
• 3 units min of research trainingQuantitativeQualitativedevelop technical research skills
• 6 unit min of research ‘project’
• ‘Content-rich’ courses- multiple 3 unitEffective for developing research-
mindedness
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‘I looked at the movement of customers, so people that were churning, people that were disconnecting, people that were switching on, and basically I sort of plotted them all across a timeline and the way they picked them was I looked at what happens prior to competitors activating their D-slams…I looked at it basically a couple of months before they had it and a couple of months after, and then you could sort of see how they did it….It was not like a lengthy word paper, but it was a bit of research and findings.’ Monash University Masters Business Student
Reflecting on research in employment after undergraduate degree
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RSD Facets
Analysis of Masters Student’s Statement
Embark & Clarify
‘I looked at the movement of customers’
Find & generate
‘people that were churning, people that were disconnecting, people that were switching on’
Evaluate & Reflect
Insightfully reflected on process in interview
Organise & Manage
‘and basically I sort of plotted them all across a timeline’
Analyse & Synthesis
I looked at it [D-slams] basically a couple of months before they had it and a couple of months after … and then you could sort of see how they did it…’
Communi-cate & apply
It was not like a lengthy word paper, but it was a bit of research and findings.’
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Whole Degree-Program Use
Course-by-Course framing by the RSD before Capstone courses
RSD
Variety, nuances
Coherent thread fo
r students
to generalise th
e learning
experie
nce as a
whole
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in varying contexts with increasing degrees of rigour, conceptual demand
Progressive revisiting the same skills:
RSD in content-rich courses research mindedness
RSD in Research Methods Courses research techniques
RSD as a common framework across the degree research skillfullness
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