This module will provide an opportunity for the candidate to organise and codify the extent of progress made after 5 semesters of registration. A determination will be made by a progression committee that sufficient and stage appropriate progress has been achieved to date on the doctoral journey of the candidate. The module will consider the conclusions of the personal review and development implemented by the candidate, barriers and supports to progression will be outlined, knowledge dissemination avenues and/or outputs will be identified and an advanced innovation proposal that the candidate will engage with will be presented and discussed. This module is M-graded with Module 3803 "Professional Innovation: Intervention Design and Evaluation 1", this facilitates appropriate development of the innovation (research) proposal over a two semester duration which builds on the work completed in Year 1.

Through self-directed learning and innovation within his/her profession, the candidate will produce a submission detailing the development of the planned innovation/s to date. It is expected that the student will incorporate the knowledge gained from the previous taught modules and engagement with their supervisors to inform the submission. The candidate will present their conclusions and defend an advanced innovation proposal to an expert committee, an interactive and critically supportive discussion will take place. In addition to the advanced innovation proposal candidate will share their conclusion regarding their personal review, challenges and opportunities, analysis of professional context, network development, overall progress, dissemination plan and/or activity and next steps.

Upon successful completion of this module doctoral candidates will be able to: - Critically appraise relevant theories, literature and professional insights and incorporate same in a meaningful fashion into the innovation proposal. - Devise an innovation proposal which is evidence driven, clearly defined, systematic and achievable - Critically defend in both written and oral form their innovation proposal to a committee of experts, identifying both strengths and limitations. - Devise a personal development plan and set achievable goals for the next year of the innovation progression

Upon successful completion of this module doctoral candidates will be able to: - Acknowledge and respond to personal and professional strengths, challenges and opportunities. - Initiate and utilise a network of colleagues to support the doctoral journey and act as a sounding board. - Demonstrate an appreciation the essential nature of research ethics and integrity

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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. 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 of the proposed innovation and progress made to date, annual personal development plan, critical written review of extant literature and engagement with knowledge translation and dissemination activities. 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.