The purpose of this module is to combine and articulate the knowledge bases that underpin the thesis objectives, direction, content and scope. Within this module the candidate builds upon the knowledge bases, previously reviewed in the module "The Professional Paradigm 1: Practical and theoretical frameworks", and presents a coherent argument justifying a need for specific, or a specific set of, progressive innovations. Further, within this module, the candidate forwards a theoretical argument substantiating this rationalisation, and articulates how such innovation is likely to positively contribute to the advancement of the professional domain. The aim of the module, accordingly, is to finalise the professional rationale and empirical evidence base serving to substantiate and inform the proposed innovations. This module thus provides the candidate with an opportunity to check and refine the logic, both professional and academic, underpinning the proposed innovations. This module is M-graded with Module 3816 "The Professional Paradigm 1: Practical and Theoretical Frameworks, this facilitates the development of critical thinking and conclusions around the proposed innovation/s (Research) the PhD candidate will engage.

This module will continue the process of developing a coherent and critically informed rationale underpinning the doctoral topic. The module enables the candidate to practice and consider their doctoral storyline; advanced scholarly writing skills; synthesises relevant and diverse literatures, and concludes in the development of a coherent narrative which will inform the development of the proposal for the evaluation of the candidates' targeted professional innovation/s. Through this process the journey to defining their doctoral topic evolves to an advanced and coherent stage. The module will require a written submission tracing the various sources of rationale (self, others, profession, theory, literature) underpinning their doctoral question.

Upon successful completion of this module the candidate will be able to: - Succinctly summarise the need for revision of the selected dimension of conventional practice. - Cogently present the necessity of innovation to resolve an apparent disconnection between theory and applied practice. - Articulate the key likely benefits, and any potential risks, of driving innovation within the domain. - Address any potential, logical or evidential, shortcomings in the supporting rationale. - Propose how pursuing suggested innovations may lead to future long-term benefits.

Upon successful completion of this module the candidate will be able to: - Challenge the specific dimension of conventional practice under consideration. - Coherently articulate the key knowledge bases underpinning the proposed innovation. - Acknowledge the various benefits and risks that may potentially accrue subsequent to introducing the proposed innovation. - Competently present, and justify, how the key doctoral drives will be addressed within the thesis format. - Demonstrate awareness of potential theoretical and investigative limitations.

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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/innovation. 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.