To better understand, examine and progress human actions, needs, professions and thus society an ability to effectively select and apply an appropriate evaluation and analysis of relevant data is necessary. The desire to critically examine existing knowledge and approaches and to develop new knowledge and innovation is the central premise of this module. This module will build upon the candidates' understanding of research and the research process, by reviewing the diversity of approaches and methods that may be utilised to understand and enhance professional practice. Particular attention will be paid to the decision making process underpinning effective research and the alignment between a specific innovation challenge and the most appropriate evaluation design and analysis. Steps in the research process and the development of the disposition and skills required to implement the innovation intervention will be a focus of the module and a pathway to innovation implementation will be identified.

The syllabus recognises that a range of evaluation knowledge and experience exists among the candidate cohort, thus the content will progress from a basic to more advanced level. Candidates will be introduced to and will further consider the key paradigms (Positivism, Interpretivism, Critical Theory & Pragmatic) and their components (epistemology, ontology, methodology and axiology) which underpin research traditions and designs (Kivunja and Kuyini, 2017). The nature and utilisation of quantitative, qualitative and mixed methods traditions of research will be explored and critically examined. A range of research methods will be introduced and considered: analytical research, action research, focus groups, interview, questionnaire, cross-sectional, experimental, longitudinal, intervention. Emphasis will be placed on engaged scholarship (Van de Ven 2007). Engaged scholarship promotes a research collaboration which is highly experiential, often inter-disciplinary, and based on a reciprocal partnership between research and professional collaborators. The internal and external validity of the above methods will be discussed. The essential nature of research ethics and integrity and the associated standards will be presented. The procedures for gaining research ethics approval will be outlined. In-depth consideration will be given to the various steps in the research process, the associated decision making process and preparation of an outline innovation proposal: - Identification and delimitation of a needed innovation - Searching, reviewing and effectively writing about relevant literature/theory - Specifying and defining measurable innovation/question - Designing the research to measure the innovation/question - Research Ethics - Selecting, describing, measuring, and treating the participants - Analysing and reporting the results - Discussing the meaning and implications of the findings

Upon successful completion of this module candidates will be able to: - Evaluate the value and application of different research paradigms and traditions to their profession. - Appraise research traditions and associated methodologies and make an informed judgement regarding the most appropriate approach to the evaluation of a professional innovation. - Devise an outline innovation proposal by systematic engagement with the identified steps in the research process. - Demonstrate proficiency in preliminary literature searches using available and relevant databases.

Upon successful completion of this module candidates will be able to: - Justify with confidence the application of specific evaluation methods to innovations in professional practice. - Value the contribution of evaluation methods and analysis to existing and new practices within their profession.

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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 and candidate supervisor. Assessment modes will include a written submission critically evaluating and informing each step of the research process to implement a named innovation in a professional context. 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 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.