COC-Proposal Template

Confirmation of Candidature Proposal Template

This document has been set up to assist candidates in preparing the text for their Confirmation of
Candidature Research Proposal.

It is NOT intended as a document to guide you through your development of the content, but to
assist you in formatting the work, in terms of text layout, section headings and sub-sections.

The work must be developed with your Advisory Panel. The length of the document will vary
depending on your discipline and project but will be no less than 5 pages and no more than 20
excluding references and appendices. The first version of the project proposal is to be sent via
your primary advisor for external review. Once reviewer comments are addressed the final version
approved by your Advisory Panel is to be attached to the COC-Assessment Form and submitted
via your Primary Advisor for approval.

How to use this template:

The template provides ALL the sections, headings and subheadings that you will require in your
proposal, as well as the line and paragraph spacing, page breaks, page numbering, referencing
system and referencing styles. You should simply edit the text where appropriate and insert your
own text as per your proposal, i.e. simply type into the document. There is no need to change the
styles for the headings or subheadings, and the three level headings (i.e. A main heading, a sub-
heading and a sub-sub-heading) are set up to feed directly into the table of contents.

When you have finished typing, return to the Contents Page, place your cursor on the greyed out
section, right click with the mouse, and select “Update entire table”

WHEN YOU ARE DONE, DELETE THIS FRONT INSTRUCTION PAGE FROM YOUR
PROPOSAL

OPTIONAL: You could add this template to your Templates directory in your Office system files.
This will allow you to select this template at any time in the future when you prepare proposals. To
do this, go to the “Menu Bar”, select File > Save As…, when the dialog box appears, at the bottom,
under “save as type”, select “Document Template”. The MS Office Templates directory
automatically appears. You could name your file “Proposal Template” (which should appear as a
default in the dialog box, at the bottom, under “Save As”). Your template is now saved in the C:\
Documents and Settings\User\Application Data\Microsoft\Templates directory.

When you next wish to use this template, click on File > New, the “task pane” that appears on the
right side of your screen will prompt you to use a template, click on “on my computer…”, and from
the dialog box that appears, select your template “Proposal Template”. This brings up the template
with all its saved fonts, paragraph settings etc. Once again, simply insert your text, and this time,
save your file normally, and NOT as a template!
Confirmation of candidature
TYPE THE TITLE OF YOUR PROJECT HEREIMPACT OF
PSYCHOLOGICAL CONTRACACT ON EMPLOYEE

INSTITUE OF…….. DEPARTMENT OF…………….

Updated 9.12.2021 2
STUDENT NAME: Type your name here
STUDENT NUMBER: Enter your student number

Advisory Panel: Type your Advisory Panel members names here

DATE OF SUBMISSION of final application to be considered by the Confirmation

Committee: DD MM 20YY

Updated 9.12.2021 3
 CONTENTS
REFERENCES...................................................................................................................................................................9

PROJECT SUMMARY.....................................................................................................................................................5

BACKGROUND, SIGNIFICANCE AND OBJECTIVES OF YOUR RESEARCH (HEADING 1) – 1,000-2,500

WORDS...............................................................................................................................................................................6

BACKGROUND (HEADING 2).............................................................................................................................................6

REFERENCING (HEADING 3)............................................................................................................................................7
PROJECT METHOD – 1,000-2,000 WORDS........................................................................................................................ 8
INCLUDING PROJECT DESIGN, DATA COLLECTION AND PROPOSED ANALYSES................................................................. 8
PROJECT CONSTRAINTS....................................................................................................................................................9
ARE THERE ANY?..............................................................................................................................................................9

RESULTS TO DATE – UP TO 1,000 WORDS OR 3 PAGES....................................................................................10

THIS IS SECTION IS NOT ESSENTIAL.....................................................................................................................10

Updated 9.12.2021 4
 PROJECT WORK PLAN - 1 – 2 PAGES............................................................................................................................. 11
YOUR RESEARCH PLAN...................................................................................................................................................11
THESIS OUTLINE............................................................................................................................................................. 12
OUTLINE OF PROPOSED THESIS CHAPTERS AND PUBLICATIONS....................................................................................12
RESEARCH PLANNING AND COMPLIANCE REQUIREMENTS.............................................................................................13
DATA MANAGEMENT..................................................................................................................................................... 13
ETHICS............................................................................................................................................................................13
PROJECT BUDGET (COMPULSORY REQUIREMENT FOR DIVISION OF TROPICAL HEALTH AND MEDICINE)....................13
RISK MANAGEMENT.......................................................................................................................................................13
INTELLECTUAL PROPERTY..............................................................................................................................................13
YOU MAY DELETE ANY OF THE SECTIONS BELOW NOT RELEVANT TO YOUR PROJECT.................................................. 14
INDIGENOUS PEOPLES AND MATTERS............................................................................................................................. 14
OFF CAMPUS REQUIREMENTS......................................................................................................................................... 14
HEALTH AND SAFETY.....................................................................................................................................................14
PERMITS AND PERMISSIONS ASSOCIATED WITH DATA COLLECTION.............................................................................14
OTHER CONSIDERATIONS................................................................................................................................................15
GRANT FUNDING.............................................................................................................................................................15
REFERENCES...............................................................................................................................................................16

APPENDICES...................................................................................................................................................................17

APPENDIX 1 (REQUIRED): PROFESSIONAL DEVELOPMENT SKILLS AUDIT............................................17

APPENDIX 2: RESPONSE TO EXPERT REVIEWER’S REPORT.........................................................................18

Appendix 3: Budget..........................................................................................................................................................19

Orientation: Changing organisational dynamics have caused a need for organisations to

understand the employment relationship processes and outcomes in order to improve
organisational effectiveness, increase productivity and retain talented employees.

Updated 9.12.2021 5
Research purpose: The purpose of the study is to determine which elements of the
academic employee’s psychological contract are impacting employee engagement at a
university of technology.

Motivation for the study: The study was motivated by the findings of a 2013 climate
survey at an institute of higher education, indicating that many employees were
dissatisfied and believed that their expectations were not met by the organisation.

Research approach/design and method: A quantitative technique via online

questionnaires was employed for data collection. The sample size was 400 out of 900
academic staff members.

Main findings: The study confirmed that most employees appear to have developed a
positive psychological contract. It indicated, however, that many employees may be
experiencing discord in the employment relationship. Both transactional and relational
elements of the psychological contract appeared to be essential to academic employees.

Practical/managerial implications: The study identified factors of importance to academic

employees that should be considered in the compilation of retention policies.

Contribution/value-add: The results of the study could contribute towards addressing

some of the challenges by creating a better understanding of the needs of academic
employees and the impact of psychological contract fulfilment and breach. This could
benefit the higher education sector as a whole.

Updated 9.12.2021 6
 PROJECT SUMMARYOBJECTIVES

Project Summary (Maximum 100 words)

To understand and study at length the impact of psychological contracts on employer/employee

relationships and their commitment intentions.
Describe in plain English what you are proposing to do and why. The project summary should be
written in a manner that is accessible to any intelligent reader.

Updated 9.12.2021 7
 BACKGROUND, SIGNIFICANCE AND OBJECTIVES OF YOUR
RESEARCH (HEADING 1) – 1,000-2,500
WORDSINTRODUCTION
A psychological contract refers to the contracts or commitments between the employer and the
employee that are not formally written but are mostly just verbal. These kind of commitments are
usually informal but still bound the involved persons to some extent because of the psychological
impacts and pressure.
Our research paper would understand the impacts of these psychological contracts and determine
that to what extent these contracts matter in a company and what do they really mean to the
employer and the employees.

LITRERATURE REVIEW
There is thorough research already been done by many scholars regarding psychological contracts
and they would be really helpful to provide us with reasonable ground to start with. Although
psychological contracts do hold value regarding commitments but they also seem to offer some
problems because of their informal nature (E. Guest, 1999). A big issue in this matter is that the
psychological contract is that companies are not able to ensure the organizational career and job
security or do not keep their promises, and suggests that the novelty of this problem has been
overstated
(Heading 1 from the selection above for your main heading, use all caps, do not use anything else
as the table of contents has been automated to use this setting)

Background (Heading 2)

(Use Heading 2 from the selection of styles on the menu bar above. Do
NOT use all capitals, but write as is shown above. Do not use anything
else as the Table of Contents has been automated to include this style
for a subheading.)

This section should provide the critical argument that underpins the objectives of your research by
describing:
Updated 9.12.2021 8
What is the scholarly context or theoretical background of the problem you are studying?
Where are the knowledge gaps and why are they important?
How will your work extend and add to the work that has been published already?
What are your research questions/hypotheses?

For PhDs with creative works/non-traditional research outputs: What is the body of knowledge to
which your creative work will bring insight? Why is this practice and scholarship significant? What
theory or scholarship will you draw on to understand your creative work/processes and/or to situate
your work in a wider community of creative practice? How do the research questions inform the
creative practice?

For PhDs using arts-based research methods in social science or related humanities research, it is
less important to reflect on your work in relation to a community of arts practice. Instead you must
explain how and why art as mode of enquiry will further your research, noting how particular
aesthetic and expressive modes that reach beyond the conventions of academic writing will allow
for new kinds of approaches to, and insights into, the topic under investigation.

The language of project proposals differs across disciplines. Some proposals may use aims (or
goals) and objectives, some use research questions, others use hypotheses. Use the vocabulary
that is accepted in your discipline. Consult with your Advisory Panel. The objectives form the
basis for the activities of the project and also serve as the basis for evaluating the project at your
Confirmation of Candidature.

Referencing (Heading 3)
(Use Heading 3 from the selection of styles on the menu bar above. Do NOT use all capitals, but
write as is shown above. Do not use anything else as the Table of Contents has been automated
to include this style for a sub-subheading)

Updated 9.12.2021 9
Project Method – 1,000-2,000 wordsRESEARCH DESIGN
This research falls under a positivistic paradigm with emphasis on a deductive approach.

The study predominantly relied on quantitative data and the employment of a survey

questionnaire, which is aligned with the characteristics of positivistic research (Neuman,

2006).

Methods of this study

The study was conducted in the social world using the quantitative research paradigm. The

research is both descriptive and analytical in nature and data were collected through a standard

questionnaire. A survey questionnaire was deemed the most appropriate method for this study,

allowing insight into the motivations, beliefs and attitudes of the respondents. It offers a greater

possibility of anonymity, is better for sensitive and personal topics and is cost-effective. It also

provides an overview of a representative sample of a large population and allows easy comparison
with other studies that use similar questions (punnett & shenkar, 2004, p. 136).

Population and sample

The target population for this study comprised permanent and fixed-term academic employees
across all six faculties of a university of technology in Pretoria, Gauteng. Academics from the
lowest level (junior lecturer) to the highest level (professor) were targeted in view of the practical
implications, specifically the significant costs associated with the loss of talented employees in the
higher education sector. The population measured 800 permanent and 100 fixed-term academic
employees.

A total stratified random sample of 300 academic employees was chosen for the study. A sample
from each faculty was selected in proportion to the size of the faculty in relation to the population
as a whole. A pilot test was performed by 30 academic employees who were contacted personally.
The indication was that the questionnaire was in a suitable format and the questions clear and easy
to understand, although somewhat lengthy.

Data collection
Primary as well as secondary data were collected for this study. The main sources of secondary

data were various journals, Internet articles, research articles and textbooks. Primary data were

collected via a self-administered questionnaire. The link to the online questionnaire was

distributed on 22 September 2016 with a 4-month response window. The response rate was fairly

slow because of student protest action that took place nationally at higher education institutions

during that period. A reasonable sample of 230 responses was received, representing a response

Updated 9.12.2021 10
rate of 57.5%. A total of 23 responses were incomplete; therefore only 207 responses were included

in the study.

Data management
Because participation in this study was online and the data were presented in Excel spreadsheets,
it did not have to be manually encoded, captured or cleaned, eliminating errors. A range of
descriptive and inferential data analysis techniques were conducted on the primary data collected
in order to address the research question.

The research results were presented as graphical and descriptive statistics. Bar graphs, frequency
tables and percentages were calculated using Stata version 13 statistical software. The mean,
standard deviation median, minimum and maximum values were produced for categorical
variables.

The chi-square test was used to test for association between any two categorical variables.

The interpretation was performed at ɑ = 0.05. Thus, the association was declared

Significant if the p-value was found to be less than 0.05. The chi-square was found appropriate in
determining the significance of the relationship between categorical variables of the sample. Pearson’s R
was used, where the level of measurement of both variables presumes the properties of interval-level
(numerical) data. To analyse data from the open-ended questions, quantitative content analysis was used
to extract common themes through frequency counts. The textual information was reduced and its
properties, such as the frequencies of most used keywords, were systematically identified, in the content of
the open-ended questions.

Results
The questionnaire

Updated 9.12.2021 11
Standardised questionnaires on psychological contracts were adapted in order to include items

that were deemed relevant to the higher education sector. The questionnaire consisted of three

sections with the ‘Introduction’ section addressing the demographic information of the

respondents. The ‘Research design’ section dealt with the perception of the respondents regarding

ten factors influencing the psychological contract. These were fairness, trust, the deal, transactional

and relational elements, breach, violation, job satisfaction, organisational commitment, employee

engagement and intentions to quit or stay. The ‘Results’ section presented three open-ended

questions dealing with turnover intentions.

Reliability analysis
Cronbach’s alpha was applied to measure the instrument’s internal consistency. When the alpha is

0.70 or higher, it is considered acceptable in most social science research situations. The results for

the subscales are presented in Table 2. From the table it is clear that the result for each is well

above this accepted value, indicating that the study was reliable.

Updated 9.12.2021 12
 IMPLICATIONS AND CONTRIBUTION TO KNOWLEDGE Including

project design, data collection and proposed analyses

Different disciplines approach research very differently. You should

work closely with your Advisory Panel to develop the methodologies
appropriate to your project

What approaches will you use to address each of the

objectives/research questions/hypotheses you have identified? Explain
the reasons why you have selected these methodologies.

How will you collect your data or research materials? If you are not
going to collect new data, what data sources will you use?

How do you propose to analyse your data and/or critically reflect and
interpret your research materials? What software will you use? Why
have you chosen this methodology? Provide sufficient detail for the
reader to understand the research strategy, process or creative work,
and approach to be taken.

For PhDs with creative work/non-traditional research output: How will

you produce your creative work informed by research/theory and why?
How will you reflect on your creative work/processes and/or critically
reflect and interpret its relationship to theory/scholarship/knowledge?

Updated 9.12.2021 13
These aspects will evolve during your candidature but it is
important to think them through at this stage. Ensure this
is captured in the Research Data Management Plan (RDMP)
in Research Data JCU.

Updated 9.12.2021 14
 Project ConStraints

Are there any?

Are there any constraints to your approach that have been

stipulated by a funding source or contract, or any other
reason? If so, please note them in this section . This may
include an embargo on publication of any work stipulated
in your scholarship or intellectual property agreement.

IMPLICATIONS
THIS STUDY CONTRIBUTES THE APPLICATION OF THE PSYCHOLOGICAL CONTRACT TO ENGAGEMENT AND

RETENTION MANAGEMENT IN A HIGHER EDUCATION CONTEXT. NOT MANY STUDIES HAVE BEEN

CONDUCTED IN THIS FIELD; THEREFORE THE STUDY PROVIDES FURTHER INSIGHT INTO THIS

PHENOMENON. THE RESULTS OF THE STUDY CONTRIBUTE TO PSYCHOLOGICAL CONTRACT LITERATURE.

THE STUDY ADVANCES AN UNDERSTANDING OF ACADEMIC EMPLOYEES’ VIEWS OF WHAT THEY BELIEVE

IS IMPORTANT IN TERMS OF THE PSYCHOLOGICAL CONTRACT AND EMPLOYEE RETENTION AND HOW

THIS RELATES TO BEHAVIOURAL AND ATTITUDINAL OUTCOMES SUCH AS ENGAGEMENT,

ORGANISATIONAL COMMITMENT AND JOB SATISFACTION

Updated 9.12.2021 15
RESULTS to date – up to 1,000 words or 3 pages

IMPLICATIONS FOR POLICY AND PRACTICE

The study brought into focus salient inducements such as competitive and fair remuneration,
recognition of contributions, career development and job security that are specific to the
psychology contracts of academic employees. When considering retention policies for the
organisation, the organisation must include suggested inducements such as training for protean
careers. For organisations to be effective in managing the psychological contract, they must
abandon commonly held views of what employees value. The study assisted in identifying what
the respondents viewed as important, making a valuable contribution to the understanding of
knowledge workers. In addition, employees should be part of the engagement process when
determining organisational strategies regarding retention, employee engagement and job
satisfaction. This will reduce the gap between promises made to employees and reality
experienced and ensure greater levels of retention and engagement of talented employees, which
is a critical factor for competitive advantage in organisations. This is section is not essential
If you have already made progress with your project and have results, please summarise
them. Include figures and tables where appropriate. You are welcome to include any
published papers as an appendix.

CONTRIBUTION OF THE STUDY

There have been limited studies conducted on the relationship between psychological contracts

and employee engagement. The results of this study add greatly to the body of academic

knowledge on the psychological contract and employee engagement. The results of this study also

add to the understanding of the nature of the academic psychological contract, which could assist

higher education institutions in managing it. It also creates a better understanding of the needs of

academic employees and the impact of psychological contract fulfilment and breach. This could

benefit the higher education sector as a whole.

Acknowledgements
Competing interests
The authors declare that they have no financial or personal relationships that may have inappropriately
influenced them in writing this article.
Updated 9.12.2021 16
Authors’ contributions

I.a. conducted the study and all data collection. R.r. was the first supervisor, guiding the student and

overseeing the collection of the data and ethical conduct of the student. V.n. was the co-supervisor,

ensuring the accuracy of data presentation.

Updated 9.12.2021 17
PROJECT WORK PLAN - 1 – 2 PAGES

YOUR RESEARCH PLAN

A GANTT CHART OR TIMELINE IS THE RECOMMENDED

FORMAT FOR YOUR PROJECT WORK PLAN. THE PLAN
SHOULD BE MOST DETAILED FOR THE FIRST YEAR OF
CANDIDATURE. DETAILS FOR SUBSEQUENT YEARS CAN
BE ADDED IN EACH OF YOUR PROGRESS REPORTS.

YOUR RESEARCH PLAN SHOULD BE DESIGNED TO ENABLE

YOU TO COMPLETE YOUR WORK WITHIN THREE YEARS
FROM AMENDMENT (FULL-TIME DOCTORATE OR 6 YEARS
PART TIME) OR 18 MONTHS (FULL-TIME MASTERS BY
RESEARCH OR 3 YEARS PART TIME). PLANNING FOR A
CANDIDATURE PERIOD THAT IS SHORTER THAN YOUR
STIPEND SCHOLARSHIP PERIOD PROVIDES BOTH AN
INCENTIVE FOR TIMELY COMPLETION AND A BUFFER
AGAINST THE UNEXPECTED.

Updated 9.12.2021 18
AS APPROPRIATE, YOUR PLAN SHOULD INCLUDE TIME
POINTS RELATED TO HDR CANDIDATURE MILESTONES,
EXPERIMENTS, STUDIES, FIELDWORK, RESEARCH
COMMUNICATION, RESEARCH METHODS COURSES,
LABORATORY SAFETY COURSES, RESEARCH ETHICS, THE
DEVELOPMENT OF THE CREATIVE WORK, PROFESSIONAL
DEVELOPMENT AND OTHER APPROVALS, SKILLS TRAINING,
ANALYSING YOUR DATA, WRITING YOUR THESIS AND
PREPARING YOUR PUBLICATIONS AND/OR CREATIVE WORK.

FOR LABORATORY-BASED THESES, YOU NEED TO INDICATE

THE APPROACH TO BE TAKEN AND THE LIKELY SEQUENCE
OF EXPERIMENTS.

Updated 9.12.2021 19
THESIS OUTLINE

OUTLINE OF PROPOSED THESIS CHAPTERS AND

PUBLICATIONS

PROVIDE AN OUTLINE FOR THE CHAPTER STRUCTURE OF

YOUR THESIS. WHERE YOU ARE PROPOSING
PUBLICATIONS YOU MAY WISH TO ADD DETAILS OF THESE
IN AN ADDITIONAL COLUMN. THE STRUCTURE IS LIKELY TO
CHANGE AND CAN BE UPDATED IN EACH SUBSEQUENT
PROGRESS REPORT. ADD ROWS TO THE FOLLOWING
TABLE IF REQUIRED. AFTER DISCUSSION WITH YOUR
ADVISORY PANEL, SELECT AND COMPLETE THE TABLE
THAT SUITS YOUR PROPOSED THESIS TYPE. THE TABLE
YOU DO NOT USE CAN BE DELETED.

FOR A TRADITIONAL THESIS

Updated 9.12.2021 20
CHAPTER NO. CHAPTER TITLE

Updated 9.12.2021 21
OR

FOR A THESIS INCORPORATING PUBLICATIONS

CHAPTER CHAPTER TITLE PROPOSED PUBLICATION OUTPUT

NO. FOR THIS CHAPTER (INCLUDING
AUTHORS)

Updated 9.12.2021 22
RESEARCH PLANNING AND COMPLIANCE REQUIREMENTS

DATA MANAGEMENT

CONFIRM THAT YOU HAVE DISCUSSED WITH YOUR

ADVISORY PANEL DATA MANAGEMENT. NOTE PROGRESS TO
DATE TOWARD PREPARATION OF A RESEARCH DATA
MANAGEMENT PLAN ASSOCIATED WITH YOUR RESEARCH
PROJECT, NOTING ANY ISSUES OR OUTSTANDING
CONSIDERATIONS.

CONFIRM THAT YOU HAVE DISCUSSED WITH YOUR

ADVISORY PANEL DATA MANAGEMENT AND HAVE
COMPLETED A PRELIMINARY RESEARCH DATA
MANAGEMENT PLAN IN RESEARCH DATA JCU AND WILL
UPDATE AND REFINE THIS PLAN AS THE PROJECT
PROGRESSES.

☐ YES ☐ NO ☐ N/A

ETHICS

CONFIRM THAT YOU HAVE DISCUSSED ETHICS

REQUIREMENTS WITH YOUR ADVISORY PANEL. IF
APPROPRIATE, ADVISE ON PROGRESS MADE TO DATE IN
PREPARATION OF AN ETHICS APPLICATION ASSOCIATED
WITH YOUR RESEARCH PROJECT, NOTING ANY ISSUES OR
OUTSTANDING CONSIDERATIONS.

Updated 9.12.2021 23
☐ YES ☐ NO ☐ N/A

PROJECT BUDGET (COMPULSORY REQUIREMENT FOR DIVISION OF TROPICAL

HEALTH AND MEDICINE)

CONFIRM HERE THAT YOU HAVE DISCUSSED YOUR BUDGET

WITH YOUR ADVISORY PANEL AND THAT ANTICIPATED
COSTS HAVE BEEN CONSIDERED AND CAN BE MET. IF IN
DISCUSSION EXCEPTIONAL OR UNFUNDED COSTS WERE
IDENTIFIED, CONFIRM THAT THE RESEARCH DESIGN HAS
BEEN REVISED TO RESOLVE THIS AND CONFIRM THAT THIS
WILL NOT DELAY YOUR CANDIDATURE. THOSE FROM THE
DIVISION OF TROPICAL HEALTH AND MEDICINE ARE
REQUIRED TO INCLUDE AN APPENDIX CONTAINING A
DETAILED BUDGET (E.G., SUCH A BUDGET MAY ITEMISE
EQUIPMENT, MAINTENANCE, TRAVEL, TRAINING, LABOUR,
OPERATING COSTS ETC.).

☐ YES ☐ NO ☐ N/A

RISK MANAGEMENT

CONFIRM THAT YOU HAVE DISCUSSED RISK MANAGEMENT

WITH YOUR ADVISORY PANEL, AND IF APPROPRIATE, HAVE
MADE PROGRESS IN PREPARATION OF A RISK
MANAGEMENT PLAN ASSOCIATED WITH YOUR RESEARCH
PROJECT, WHICH NOTES ANY ISSUES OR OUTSTANDING
CONSIDERATIONS.

Updated 9.12.2021 24
☐ YES ☐ NO ☐ N/A

INTELLECTUAL PROPERTY

CONFIRM THAT YOU HAVE DISCUSSED INTELLECTUAL

PROPERTY WITH YOUR ADVISORY PANEL AND IF YOU HAVE
IDENTIFIED ISSUES ASSOCIATED WITH YOUR PROJECT. IF
THERE ARE ISSUES CONFIRM THAT YOU HAVE EITHER
SIGNED AN IP AGREEMENT OR WITH YOUR ADVISORY PANEL
HAVE RESOLVED ANY CONCERNS THROUGH CONTACT WITH
JCU CONNECT.

☐ YES ☐ NO ☐ N/A

YOU MAY DELETE ANY OF THE SECTIONS BELOW NOT

RELEVANT TO YOUR PROJECT

INDIGENOUS PEOPLES AND MATTERS

Updated 9.12.2021 25
IF YOUR PROJECT OR ITS LOCATION WILL SPECIFICALLY
INVOLVE INDIGENOUS PEOPLES OR MATTERS, OR THERE IS
A HIGH LIKELIHOOD OF INCIDENTALLY INCLUDING A
SIGNIFICANT PROPORTION OF INDIGENOUS PEOPLE WITHIN
YOUR SAMPLE, CONFIRM YOU HAVE DISCUSSED THESE
WITH YOUR ADVISORY PANEL AND ADOPTED APPROPRIATE
PROTOCOLS. BE AWARE THAT MANY TYPES OF DATA
COLLECTION INCIDENTALLY INCLUDE INDIGENOUS
PEOPLES IN SAMPLING AND THAT YOU NEED TO ENSURE
YOUR ENGAGEMENT IS CULTURALLY SAFE, REGARDLESS
OF YOUR SPECIFIC PROJECT TOPIC. CONFIRM YOU HAVE
DISCUSSED YOUR AWARENESS OF AND APPROACH TO
INDIGENOUS PEOPLES’ RIGHTS IN RESEARCH, ANY
ACTIVITIES YOU HAVE UNDERTAKEN, AND ANY CONCERNS
YOU MAY STILL HAVE. CONFIRM THAT YOU HAVE OR WILL
ATTEND ANY SPECIAL TRAINING SUCH AS THE INDIGENOUS
RESEARCH PROTOCOLS WORKSHOP, OR HAVE ENGAGED
AN INDIGENOUS REFERENCE GROUP, TO ENSURE YOU ARE
READY TO UNDERTAKE YOUR RESEARCH PROJECT
APPROPRIATELY.

☐ YES ☐ NO

OFF CAMPUS REQUIREMENTS

Updated 9.12.2021 26
CONFIRM THAT FOR ANY RESEARCH WORK TO BE
CONDUCTED OFF CAMPUS, ARRANGEMENTS HAVE BEEN
MADE TO FACILITATE THIS. FOR EXAMPLE, YOU HAVE
CONSIDERED IN YOUR RISK ASSESSMENT SUCH ISSUES AS
VACCINATION OR PROTECTION FROM INFECTIOUS
DISEASES, SPECIFIC TRAINING OR EQUIPMENT THAT MAY
BE INVOLVED IN PREPARING TO UNDERTAKE FIELD WORK.

☐ YES ☐ NO

HEALTH AND SAFETY

CONFIRM THAT ANY SAFETY TRAINING OR LABORATORY

PROCEDURES REQUIRED FOR YOUR RESEARCH HAS BEEN
COMPLETED OR IS PLANNED.

☐ YES ☐ NO

PERMITS AND PERMISSIONS ASSOCIATED WITH DATA

COLLECTION

Updated 9.12.2021 27
CONFIRM THAT ANY PERMITS OR PERMISSIONS REQUIRED
TO UNDERTAKE YOUR RESEARCH WORK, HAVE BEEN
OBTAINED OR ARE IN PROGRESS, AND PERMISSIONS AND
STRATEGIES ARE IN PLACE TO ENSURE THAT MEETING
THESE REQUIREMENTS WILL NOT DELAY CANDIDATURE.
FOR EXAMPLE, IF WORKING WITH CHILDREN IN SCHOOLS A
BLUE CARD IS REQUIRED; MOST RESEARCH CONDUCTED IN
MARINE PARKS REQUIRES A PERMIT ISSUED JOINTLY BY
THE MARINE PARK AUTHORITY AND THE QUEENSLAND
PARKS AND WILDLIFE SERVICE.

☐ YES ☐ NO

OTHER CONSIDERATIONS

GRANT FUNDING

PLEASE BE AWARE OF AND CONFIRM WITH YOUR ADVISORY

PANEL THAT ANY CONSIDERATIONS ASSOCIATED WITH
AGREEMENTS YOU HAVE SIGNED IN OBTAINING FUNDING
FROM AGENCIES EXTERNAL TO JCU ARE ACCOUNTED FOR
IN YOUR RESEARCH PROJECT PLANNING. YOU MAY NOTE
ANY ARRANGEMENTS OR CONSIDERATIONS HERE IF
APPROPRIATE.

Updated 9.12.2021 28
REFERENCES

INCLUDE HERE A LIST OF THE REFERENCES USED IN THIS

DOCUMENT, THIS MAY BE GENERATED USING A REFERENCE
MANAGEMENT TOOL SUCH AS ENDNOTE, MANDALAY OR
BIBTEX. CHECK WITH YOUR ADVISORY PANEL TO CONFIRM
THE REFERENCING STYLE SUITED FOR YOUR DISCIPLINE.
JCU LIBRARY WEBSITE OFFERS LIBRARY GUIDES, TRAINING
AND LIBRARIANS WITH REFERENCING AND DATABASE
SEARCHING EXPERTISE TO SUPPORT YOUR WORK.

Updated 9.12.2021 29
APPENDICES

APPENDIX 1 (REQUIRED): PROFESSIONAL DEVELOPMENT SKILLS AUDIT & PLAN

WHAT PROFESSIONAL DEVELOPMENT DO YOU INTEND TO UNDERTAKE DURING YOUR

CANDIDATURE? THIS SECTION SHOULD NOT LIST THE COMPULSORY COMPONENTS OF
PROFESSIONAL DEVELOPMENT THAT ALL CANDIDATES ARE REQUIRED TO UNDERTAKE.
SKILL OR TRAINING OBTAINED (Y/N) WHEN REQUIRED HOW IT WILL BE FRAMEWORK CODE.
REQUIRED OBTAINED / INDICATE ONE OF THE
FOLLOWING, TO BEST
HOW IT WAS OBTAINED MATCH THE CONTENT OF
THE SKILL OR TRAINING:
KNOWLEDGE AND
RESEARCH ABILITIES (KA)

INDIVIDUAL
EFFECTIVENESS (IE)

RESEARCH STANDARDS
(RS):

PROFESSIONAL
ENGAGEMENT (PE)

Updated 9.12.2021 31
NOTE GRS REQUIREMENT: GRS WILL ARRANGE APPROVAL OF THE PLAN AND COMPLETION
OF COMPULSORY COMPONENTS.

APPENDIX 2: RESPONSE TO EXPERT REVIEWER’S REPORT

THE CANDIDATE MUST THEN USE THE EXPERT REVIEWER’S REPORT AND THEIR ADVISORS’
ADVICE TO REVISE AND AMEND THE RESEARCH PROPOSAL PRIOR TO SUBMISSION OF THE
CONFIRMATION OF CANDIDATURE FORM.

Updated 9.12.2021 32
RESPONSE TO EXPERT REVIEWER’S REPORT

SECTION/S OF EXPERT REVIEWER’S CANDIDATE’S RESPONSE PAGE

ORIGINAL COMMENT OR NUMBER/S IN
PROPOSAL RECOMMENDATION (COPIED REVISED
FROM REPORT) PROPOSAL

Updated 9.12.2021 33
APPENDIX 3: BUDGET

COMPULSORY REQUIREMENT FOR DIVISION OF TROPICAL

HEALTH AND MEDICINE

(OPTIONAL FOR DIVISION TROPICAL ENVIRONMENTS AND

SOCIETIES)

PROVIDE AN ESTIMATE OF ALL PROJECT COSTS, TAKING

INTO CONSIDERATION THE ESTIMATED INCREASES IN
OPERATIONAL COSTS OVER THE LIFE OF THE PROJECT.
SPACE HAS BEEN ALLOWED FOR THREE YEARS AND
DOCTORAL CANDIDATES SHOULD AIM TO COMPLETE THEIR
DATA COLLECTION WELL WITHIN THIS PERIOD. MASTERS
CANDIDATES SHOULD AIM TO COMPLETE THEIR DATA
COLLECTION WITHIN THE FIRST 12-18 MONTHS.
 AMOUNT BASIS FOR FUNDING IS FUNDING
ITEM
($AUD) ESTIMATE SOURCE SECURED?

YEAR 1 OF PROJECT (FULL-TIME CANDIDATE) YEARS 1

AND 2 (PART-TIME CANDIDATE)

LABOUR ☐ YES ☐ NO ☐
N/A
COSTS
(E.G.
CASUAL
LABOUR
, TOTAL
HOURS
@ $/HR)

OPERAT ☐ YES ☐ NO ☐
N/A
ING
COSTS
(INCLUD
E
EQUIPM
ENT
COSTIN
G
<$1,000
PER
ITEM)

EQUIPM ☐ YES ☐ NO ☐
N/A
ENT
COSTS
(INCLUD
E
EQUIPM
ENT
COSTIN
G
>$1,000
 AMOUNT BASIS FOR FUNDING IS FUNDING
ITEM
($AUD) ESTIMATE SOURCE SECURED?

PER
ITEM)

PROJEC ☐ YES ☐ NO ☐
N/A
T
TRAVEL
COSTS

RESEAR ☐ YES ☐ NO ☐
N/A
CH
TRAININ
G
COSTS

OTHER ☐ YES ☐ NO ☐
N/A
COSTS
(INCLUD
E
CONFER
ENCE
COSTS)

TOTAL
COST
YEAR 1
 AMOUNT BASIS FOR FUNDING IS FUNDING
ITEM
($AUD) ESTIMATE SOURCE SECURED?

YEAR 2 OF PROJECT (FULL-TIME CANDIDATE) YEARS 3

AND 4 (PART-TIME CANDIDATE)

LABOUR ☐ YES ☐ NO ☐
N/A
COSTS
(E.G.
CASUAL
LABOUR
, TOTAL
HOURS
@ $/HR)

OPERAT ☐ YES ☐ NO ☐
N/A
ING
COSTS
(INCLUD
E
EQUIPM
ENT
COSTIN
G
<$1,000
PER
ITEM)

EQUIPM ☐ YES ☐ NO ☐
N/A
ENT
COSTS
(INCLUD
E
EQUIPM
ENT
COSTIN
G
>$1,000
 AMOUNT BASIS FOR FUNDING IS FUNDING
ITEM
($AUD) ESTIMATE SOURCE SECURED?

PER
ITEM)

PROJEC ☐ YES ☐ NO ☐
N/A
T
TRAVEL
COSTS

RESEAR ☐ YES ☐ NO ☐
N/A
CH
TRAININ
G
COSTS

OTHER ☐ YES ☐ NO ☐
N/A
COSTS
(INCLUD
E
CONFER
ENCE
COSTS)

TOTAL
COST
YEAR 2
 AMOUNT BASIS FOR FUNDING IS FUNDING
ITEM
($AUD) ESTIMATE SOURCE SECURED?

YEAR 3 OF PROJECT (FULL-TIME PHD CANDIDATES ONLY)

YEARS 5 AND 6 (PART-TIME PHD CANDIDATES ONLY)

LABOUR ☐ YES ☐ NO ☐
N/A
COSTS
(E.G.
CASUAL
LABOUR
, TOTAL
HOURS
@ $/HR)

OPERAT ☐ YES ☐ NO ☐
N/A
ING
COSTS
(INCLUD
E
EQUIPM
ENT
COSTIN
G
<$1,000
PER
ITEM)

EQUIPM ☐ YES ☐ NO ☐
N/A
ENT
COSTS
(INCLUD
E
EQUIPM
ENT
COSTIN
G
>$1,000
 AMOUNT BASIS FOR FUNDING IS FUNDING
ITEM
($AUD) ESTIMATE SOURCE SECURED?

PER
ITEM)

PROJEC ☐ YES ☐ NO ☐
N/A
T
TRAVEL
COSTS

RESEAR ☐ YES ☐ NO ☐
N/A
CH
TRAININ
G
COSTS

OTHER ☐ YES ☐ NO ☐
N/A
COSTS
(INCLUD
E
CONFER
ENCE
COSTS)

TOTAL
COST
YEAR 3
BUDGET JUSTIFICATION

BRIEFLY EXPLAIN WHY YOU NEED EACH OF THE ITEMS

LISTED ABOVE AND HOW EACH IS ESSENTIAL TO THE
SUCCESS OF YOUR PROJECT.

EQUIPMENT ‘EQUIPMENT’ GENERALLY REFERS TO

INDIVIDUAL ITEMS COSTING MORE THAN $1,000 EACH.
EXPLAIN WHY YOU NEED EACH PIECE OF EQUIPMENT AND
ITS INTENDED USE. IF YOU HAVE TO USE AN EXPENSIVE
OPTION, EXPLAIN WHY. BE WARY OF ASKING FOR ‘BASIC
EQUIPMENT’, E.G. COMPUTERS. YOU SHOULD HAVE YOUR
OWN LAPTOP AND MOST OTHER EQUIPMENT SHOULD BE
SUPPLIED BY YOUR ENROLLING ORGANISATIONAL UNIT.

MAINTENANCE ‘MAINTENANCE’ GENERALLY REFERS TO

INDIVIDUAL ITEMS COSTING LESS THAN $1,000 EACH.
EXPLAIN WHY YOU NEED EACH ITEM AND FOR WHAT IT WILL
BE USED.

RESEARCH TRAVEL EXPLAIN THE TRAVEL DEPARTURE

POINT AND DESTINATION, THE NUMBER OF TRIPS REQUIRED
(AND WHY) AND THE PURPOSE OF THE TRAVEL. INCLUDE
AN ESTIMATE OF THE TRAVEL COSTS.

RESEARCH TRAINING CANDIDATES MAY REQUIRE FUNDING

TO UNDERTAKE RESEARCH TRAINING, E.G. SPECIALIST
COURSES. DO NOT INCLUDE THE COSTS OF ATTENDING
COURSEWORK AND WORKSHOPS AT JCU UNLESS THESE
ACTIVITIES ARE EXPECTED TO INCUR SPECIFIC CHARGES.

ATTENDING CONFERENCES IS A VALUABLE PART OF

RESEARCH TRAINING. DOCTORAL CANDIDATES CAN
EXPECT TO BE FUNDED BY JCU TO ATTEND ONE MAJOR
CONFERENCE EXTERNAL TO THEIR HOME CITY DURING
THEIR CANDIDATURE.

ITEM BUDGET JUSTIFICATION

LABOUR
COSTS

OPERATING
COSTS
EQUIPMENT
COSTS

TRAVEL COSTS

RESEARCH
TRAINING
COSTS

CONFERENCE
COSTS

OTHER

FOR AIMS@JCU PLEASE PROVIDE A BREAKDOWN OF

CANDIDATES COSTS FOR ALL RESOURCES PROVIDED
ONLY BY AIMS EG COST AND HOURS OF SEASIM,
RESEARCH VESSEL USE ETC.
References
Aggarwal, U. (2014). Linking justice, trust and innovative work behaviour to work engagement. Personnel Review, 43(1), 41–73.
https://doi.org/10.1108/PR-02- 2012-0019
Aggarwal, U., & Bhargava, S. (2009). Reviewing the relationship between human resource practices and psychological contract
and their impact on employee attitude and behaviours: A conceptual model. Journal of European Industrial Training, 33(1), 4–31.
https://doi.org/10.1108/03090590910924351
Allen, D. G., Bryant, P. C., & Vardaman, J.M. (2010). Retaining talent: Replacing misconceptions with evidence-based strategies.
The Academy of Management Perspectives, 24(2), 48–64.
Argyris, C. (1960). Understanding organizational behavior. Homewood: Dorsey Press.
Atkinson, C., & Cuthbert, P. (2006). Does one size fit all? A study of the psychological contract in the UK working population.
International Journal of Manpower, 27(7), 647–665. https://doi.org/10.1108/01437720610708266
S. (2010). The challenges of transformation in higher education and training institutions in South Africa. Johannesburg:
Development Bank of Southern Africa, 1–56. Bal, P. M., De Cooman, R., & Mol, S. T. (2013). Dynamics of psychological contracts
with work engagement and turnover intention: The influence of organizational tenure. European Journal of Work and
Organizational Psychology, 22(1), 107–122. https://doi.org/10.1080/1359432X.2011.626198
Bhattacharya, Y. (2015). Employee engagement as a predictor of seafarer retention: A study among Indian officers. The Asian
Journal of Shipping and Logistics, 31(2), 295–318. https://doi.org/10.1016/j.ajsl.2015.06.007
Blancero, D. M., DelCampo, R. G., & Marron, G. F. (2007). Perception of fairness in psychological contracts by Hispanic business
professionals: An empirical study in United States. International Journal of Management, 24(2), 364–375.
Bruce, A., Zeynep, R., & Yalabik, Y. (2014). Work engagement, psychological contract breach and job satisfaction. The
International Journal of Human Resources Management, 25, 2382–2400. https://doi.org/10.1080/09585192. 2013.876440
Cassar, V. (2001). Violating psychological contract terms amongst Maltese public service employees: Occurrence and
relationships. Journal of Managerial Psychology, 16(3), 194–208. https://doi.org/10.1108/02683940110385749
Chughtai, A. A., & Buckley, F. (2013). Exploring the impact of trust on research scientists’ work engagement: Evidence from Irish
science research centres. Personnel Review, 42(4), 396–421. https://doi.org/10.1108/PR-06-2011-0097
Cohen, A. (2013). A global evaluation of organizational fairness and its relationship to psychological contracts. Career
Development International, 18(6), 589–609. https://doi.org/10.1108/CDI-01-2013-0011
Conway, N., & Briner, R. B. (2002). A daily diary study of affective responses to psychological contract breach and exceeded
promises. Journal of Organisational Behaviour, 23, 287–302. https://doi.org/10.1002/job.139
Coyle-Shapiro, J. A. M. (2002). A psychological contract perspective on organizational citizenship behavior. Journal of
Organizational Behavior, 23(8), 927–946. https:// doi.org/10.1002/job.173
Coyle-Shapiro, J. M., & Parzefall, M. (2008). Psychological contracts. The SAGE Handbook of Organizational Behavior, 1, 17–34.
Davenport, T. H. (2005). Thinking for a living: How to get better performance and results from knowledge workers. Boston, MA:
Harvard Business School Press.
Deery, S. J., Iverson, R. D., & Walsh, J. T. (2006). ‘Toward a better understanding of psychological contract breach: A study of
customer service employees’, Journal of Applied Psychology, 91(1), 169, 774–781. https://doi.org/10.1037/0021- 9010.91.1.166
Devi, V. (2009). Employee engagement is a two-way street. Human Resources Management International Digest,