This module focusses the student on the identification of a research question in the area of learning, teaching and assessment in higher education. It allows for the student to explore and interrogate appropriate and relevant methodologies for undertaking research in their area of interest. It will help participants to develop their research proposal for subsequent completion of a dissertation or research paper written in the required format of an appropriate peer-reviewed journal.

This is a self-directed student project co-supervised by a member of the Centre for Transformative Learning along with an appropriate Faculty member. Participants will plan and prepare for a research project on a topic related to learning, teaching and assessment in HE, as approved by their supervisors. Participants will then take the necessary steps, i.e. ethical approval, literature search and review, and identify a methodological approach to prepare a research project proposal. The syllabus will include exposure of participants to appropriate research methods through master classes and writing workshops.

On successful completion of this module, students will be able to: • identify a relevant research topic and a thesis that makes a compelling argument for a specific contribution to the literature and with potential impact for disciplinary practice; • critically analyse a research topic; • evaluate evidence from the relevant research literature to inform research design; • apply technical research knowledge and skills to construct a research design appropriate to an identified research topic in learning, teaching and assessment in HE; • develop an approach to research in learning, teaching, assessment in HE which values critically reflective and cross-disciplinary discussion with colleagues, and which effectively communicates their research to their discourse community.

On successful completion of this module, students will be able to: • assume responsibility for the ethical issues regarding research design for an MA dissertation for a research paper proposal in learning, teaching and assessment in higher education.

On successful completion of this module, students will be able to: N/A

Participants will engage in a series of regular meetings with their allocated supervisors which will involve focused discussions and feedback. They will become aware of the collegial dimension to research in learning, teaching and assessment in HE through engagement with other participants through a community of enquiry approach including presentations, research methods master classes and writing workshops. Participants will be asked to present their initial research ideas to each other at the beginning of the project early in the semester. The ensuing critical discourse will promote sharing of insights including methodological approaches between participants. Towards the end of the semester, they will present their research proposals, taking into account the most resent research literature in the area of focus, along with any preliminary data they may have gathered. Through these approaches recent research findings relevant to the subject are identified, included and discussed amongst participants to inform research project development. i. Alignment with the ICDF: One of the key principles of UL's ICDF is that we will create learning environments, which will encourage our students to become active and globally engaged citizens. Therefore the module design aligns with the key principles of interaction, learner centredness, and flexibility along with being transformative, active, inclusive, applied, multidisciplinary, challenge driven, experiential and research informed. This module has authentic experiences fundamentally embedded within it through participant engagement with research and scholarship. The module builds on the previous 2 years of the PGCert and PGDip and continues the approach of a community of learners who collaborate together to gain confidence in developing their research proposals, and to further develop their communication and interpersonal skills along new perspectives in research and scholarship of learning, teaching and assessment in HE. The blended approach enables flexibility and exposes participants to digital technologies and technology-mediated environments that are supported by the university. ii. Alignment with UL Graduate Attributes: The teaching in this module is underpinned by active and critically reflective discussion by participants through sharing insights from their research across disciplines (Graduate Attribute: Curious). Participants engage collaboratively in a community of enquiry by articulating learning, teaching and assessment decisions and beliefs and by objectively critiquing and rationalising these through the lenses of scholarship and research (Graduate Attribute: Articulate). By collaboratively exploring and discussing a diverse range of research-related issues, participants share their practices and develop their knowledge of research in learning, teaching and assessment in HE in relation to their individual disciplines and develop their ability to be adaptive, responsible and flexible (Graduate Attribute: Agile). Delivery of the module relies on a blended approach making use of Brightspace and Teams for synchronous/asynchronous engagement a well as in-person sessions along with sharing and critical evaluation of participant research outputs regarding ethics, equality, diversity and inclusion and open educational practice principles (Graduate Attribute: Responsible). Finally, participants will be enterprising and innovative in their research practice (Graduate Attribute: Courageous).