1 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 2 Content rich courses + 1 Research Methods Course Research Capstone 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 3

The University of Adelaide Research requirements for Masters programs 3 units min of research training  Quantitative  Qualitative  develop technical research skills 6 unit min of research ‘project’ ‘Content-rich’ courses- multiple 3 unit  Effective for developing research- mindedness 4

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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 6

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.’ 7

Whole Degree-Program Use Course-by-Course framing by the RSD before Capstone courses Variety, nuances Coherent thread for students to generalise the learning experience as a whole 8

9  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 10