This module focusses on the drafting and development of research through the testing of the research question through the application of appropriate and relevant methodologies for undertaking research in the specific area of interest. It will provide participants with the tools to engage with the research process and disseminate their research findings through an MA dissertation or research paper written in the required format of an appropriate peer-reviewed journal.

This module involves a self-directed participant project co-supervised by a member of the Centre for Transformative Learning along with an appropriate Faculty member, which will involve focused discussions and feedback. Participants will also engage with each other through a community of enquiry approach including presentations, master classes and writing workshops. Participants will implement their research project through the application of the appropriate methodologies identified and developed in the previous module. Participants will then take the necessary steps (i.e. data collection and analysis, drafting and revising final report, etc.) to complete the dissertation or prepare a research paper written in the required format of an appropriate peer-reviewed journal.

On successful completion of this module, students will be able to: • implement a relevant research topic and a thesis, with potential impact for disciplinary practice; • apply technical research approaches and skills to carry out data collection and analysis in learning, teaching and assessment in HE; • critically analyse their research topic and thesis (argument), drawing on compelling and accurate evidence to develop careful and thoughtful conclusions that have implications for future practice; • apply an approach to research in learning, teaching, assessment in higher education which values critically reflective and cross-disciplinary discussion with colleagues; • disseminate their research through the production of an MA dissertation or a research paper written in the required format of an appropriate peer-reviewed journal from within their discipline and teaching context.

On successful completion of this module, students will be able to: • assume responsibility for the issues, including ethical responsibilities, surrounding the collection and interpretation of data related to the dissemination of their research findings through an MA dissertation or a research paper 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 continue to develop the appreciation 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, master classes and writing workshops. Participants will present their research progress to each other throughout the semester. The ensuing critical discourse will promote sharing of insights on data collection and findings between participants. Through these approaches recent research findings relevant to the subject are identified, included and discussed amongst participants. 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 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 module and continues the approach of a community of learners who collaborate together to gain confidence in developing and disseminating their research projects, and to further develop their communication and interpersonal skills along with new perspectives in research and scholarship of learning, teaching and assessment in HE. Furthermore, 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).