This module is one of a series of "Professional innovation: Intervention design and evaluation" modules that conclude in the production of an output or number of outputs which represent the doctoral candidate's engagement with and evaluation of a key innovation or set of related innovations that are relevant in the context of their professional practice. Evaluation is defined as the "systematic assessment of the design, implementation or results of an initiative for the purposes of learning or decision-making" (Poth et al., 2014). The successful completion of the series of eight "Professional innovation: Intervention design and evaluation" modules culminate in the award of a 198 ECTS and constitute the applied innovation (research) component of the Professional Doctorate in Human Performance and Innovation. The aim of the module and the linked series of modules is to enable the candidates to develop and demonstrate the following range of skills and competencies which will contribute to the effective systematic evaluation of an identified innovation in their professional context: generic and specific research and enquiry skills, critical thinking, knowledge analysis and synthesis, presentation and communication skills and knowledge evaluation and translation. The series of modules offers the candidate the opportunity to initiate, implement, evaluate and prepare a professionally relevant output or number of outputs which will be submitted for examination as part requirement for the award of Professional Doctorate in Human Performance and Innovation. The module will facilitate the doctoral candidates to utilise their professional experience, insights and skills to identify, understand and evaluate innovations which would enhance the efficacy of their professional environment. Through engagement with the series of modules they will be in a position to contribute further to the efficacy of their own professional environment, to the wider industrial community and to the state of the art. Ultimately on graduation they will have gained a set of skills and engaged in a learning experience which will provide them with the ability to systematically evaluate other potential innovations within their professional environment. They will also be in a position to act as mentors to others who would benefit from such knowledge and ability. This module is M-graded with Module 3806 "Professional Innovation: Intervention Design and Evaluation 4" and Module 3812 "Innovation Progression 2". This facilitates development of critical thinking, innovation (Research) implementation and progression over 3 semesters.

The candidate will actively engage with, implement and present the effective systematic evaluation of an identified innovation/s relevant to their professional context. The syllabus for this module will evolve and be predicted by the professional circumstances and needs of the candidate, existing candidate competencies and the key professional innovation/s that the candidate will engage with and evaluate. The syllabus will be guided by the need to develop and demonstrate the following range of skills and competencies: generic and specific research and enquiry skills, critical thinking, knowledge analysis and synthesis, presentation and communication skills and knowledge evaluation and translation. The implementation of the syllabus will be through regular engagement of the candidate with their supervisors to discuss needs, barriers, progress, the theoretical underpinning, conceptualisation and implementation of their approach to and evaluation of the identified innovation. Indicative Syllabus: advanced database and literature search strategies; knowledge analysis, review and synthesis; the theoretical rationale underpinning the identified innovation; ongoing innovation evaluation conceptualisation; operationalisation of innovation evaluation; internal/external validity; proposal development, ethical approval; customised analysis of data; scholarly writing and presentation of findings; knowledge dissemination.

Upon successful completion of this module and the linked series of modules doctoral candidates will be able to: - Synthesise, evaluate and present the extant theory and literature relevant to the identified innovation/s in their professional context. - Appraise and as appropriate integrate relevant professional contexts, practices and experiences (self and others) into the evaluation of their planned innovation/s. - Determine and independently implement an appropriate and effective proposal to evaluate the planned innovation/s relevant to their professional context. - Prepare a research ethics application which meets the required standards to gain approval. - Propose and apply an appropriate and rigorous analysis of collected data which will withstand critical observation and examination. - Summarise and translate the findings of their evaluation and disseminate as appropriate in a tailored and relevant fashion to targeted audiences and the wider community. - Demonstrate proficiency in advanced literature searches using available databases.

Upon successful completion of this module and the linked series of modules doctoral candidates will be able to: - Display confidence and enthusiasm in the systematic evaluation of the planned innovation/s relevant to their professional context.

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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. The 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 supervision tutorials and discussion. The learning experience is primarily self-directed which is supported by digital/online interaction with the doctoral supervisors of the candidate. Problem based learning, written and oral presentation and reflective practice learning methodologies will also be utilised. The primary assessment modes will be written and oral presentation and defence, critical written review of extant literature and engagement with knowledge translation and dissemination activities. This assessment will be incorporated into the M-graded "Innovation Progression 2" module. 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 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 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.