This module enables the candidate to explore the practical and academic knowledge bases relevant to their topic, or topics, of interest. The aim of the module is to encourage consideration of both practice-based and academically-generated insights relating to the candidates' area of interest. This module thus provides an opportunity to familiarise the candidate with industry conventions, practices and perspectives, and promotes engagement with the relevant academic literature base. This module is M-graded with Module 3817 "The Professional Paradigm 2: Evolving the Theory, Evidence, Practice and Innovation" which further develops the candidates critical thinking regarding their area of innovation (research) interest.

The evolution of the Professional Doctoral topic typically requires substantial work in the early stages to explore and align all the different components of the thesis narrative. This preliminary module provides the opportunity to coalesce into a useful and accessible narrative the view of the candidate, the perceptions and insights from the professional environment and the position from the extant literature and theory i.e. the module facilitates a rehearsal of the rationale underpinning the doctoral topic. The module enables the candidate to practice and consider their doctoral storyline; initiates and facilitates writing skills; engagement with and across diverse literatures, and impels the development of a coherent narrative. Through this process the journey to defining their doctoral topic begins and evolves.

Upon successful completion of this module the candidate will be able to: - Contrast areas of agreement and disagreement between professional practice, as it relates to their topic of interest, and existing academic theory and insights. - Identify key relevant areas of discordance between professional practice and the academic literature. - Succinctly summarise the empirical evidence underpinning their proposed innovation of conventional practice. - Clearly synthesise and express their arguments in an appropriate style, and in an appropriate medium. - Competently search and access relevant online learning tools and research databases.

Upon successful completion of this module the candidate will be able to: - Confidently and coherently articulate the key pillars of practical convention, and the key scientific concepts, as they relate to their topic of interest. - Demonstrate appropriate familiarity and fluency in both professional and academic domains, as relevant to their topics of interest. - Challenge conventional practice using professionally and academically supported rationalisations. - Justify their arguments with reference to both professional convention and emerging empirical evidence. - Propose how the consideration, and application, of these insights may enhance professional practice.

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In order to meet the learning outcomes of the modules/programme and to promote engagement with the UL graduate attributes a variety of teaching and learning and assessment methods and modes will be employed. This module will be delivered through e-learning modalities such as online lectures, discussion boards, webinars and linked questions and answers forums and one to one online tutorials and discussion. The learning experience is both self-directed and supported by digital/online interaction with the module tutor. Assessment for this module will be a written submission tracing the various sources of rationale (self, others, profession, theory, literature) underpinning the doctoral question. The module is M-graded and this submission will take place at the end of Semester 3. The buddy system and full cohort group online interactive forums will be established so that candidates can share both personal and professional experience regarding the development and progression of their studies. The content of the taught components in Semester 1 and 2 will underpin and inform the module and reference to this content will be made and further developed as appropriate. The candidate will be expected to self-manage their own time and prioritise their activities in relation to planning and organising their progression. They will work autonomously, exercising initiative and personal responsibility for the achievement of the stated learning outcomes, however, as indicated significant support will be available and provided by the module tutor and supervisory team. The nature of teaching, learning and assessment is carefully considered so that it is appropriate to doctoral stage of the candidate, represents a progressive challenge and promotes engagement with and development of the UL graduate attributes. The development of the UL graduate attributes progress and extend across the programme. Creativity and innovation which enhances the professional environment is the central attribute targeted by the programme. The development of this attribute will be underpinned by the synthesis of relevant knowledge, the associated development of competencies and the parallel development of other attributes thus allowing for 1) the promotion of critical thinking (Knowledgeable), 2) the capacity to resolve complex "real world" challenges using a multi-disciplinary approach (Knowledgeable); 3) the ability to creatively translate knowledge to practice (Knowledgeable; Proactive; Creative); 4) the confidence to proactively engage in systematic enquiry and life-long learning and thus develop new innovations and implement positive change (Proactive; Creative); 5) a desire and ability to effectively share knowledge and competencies with others, acting both as an educator and collaborator (Articulate; Collaborative) and 6) the assumption of personal and professional responsibility and leadership roles thus being a net contributor to the advancement of their profession and of society (Responsible). Relevant and recent developments and research findings will at all stages be incorporated into the candidate learning experience. This will occur by default via the engagement with and critical evaluation of the extant literature. In addition, the relevant professional contexts, practices and experiences of the candidate and others who work in similar, related and different professional contexts will be integrated into the candidate learning experience. The engagement of an internal/external supervisor who has specialist knowledge in the innovation identified by the candidate will be targeted.