This module is designed to empower students to contribute new knowledge to the field of education and technology, with a focus on specialized areas such as behaviour, classroom training, AI in education, EdTech., leadership in education and education management. By completing this module, students will be prepared to conduct original and publishable research in their chosen field, a vital component of subsequent modules aimed at advancing the state of knowledge.

The aim of this module is the achievement of a well-crafted Research Plan, which will guide students on their journey to undertake substantial and sustained research at the EQF 8 level.  

Fundamentals of Research Methodology
This course will enhance participants’ understanding of the research process. Participants will critically explore research approaches, language, and ethics. The course will take a step-by- step approach to develop students’ knowledge, skills and understanding on design and implementation of quantitative and qualitative research designs including Cross-sectional surveys, cohort studies, Randomized Controlled Trials, and operational study designs which include quasi experiments and Cluster Randomized Controlled Trials. The course will equip students with the skills necessary to conduct secondary research designs including scoping and systematic reviews. The course will also help students to develop the skills to recognize and reflect on the strengths and limitations of different research methodologies and address ethical and practical issues in research. Further the student will be equipped with the ability to methodologically review and derive meaning from published research work for application in professional practice and growth.

Learning Outcomes

LO1: Identify and describe different quantitative study designs, describe the key elements and weaknesses and strengths associated with each approach, and application of quantitative research in professional Practice.

LO2: To understand Qualitative Research approaches and their application including qualitative data collection, analysis, and reporting methods.

LO3. To understand secondary research design and application methods including Scoping and Systematic reviews approaches, and how different research designs can be combined in a mixed method study approach.

LO4: To understand the concept of research quality assurance and its application in research integrity and ethical principles and application of validity and reliability principles in research.

Design of Research Projects 

This course provides a comprehensive exploration of the fundamental principles and methodologies involved in designing effective research projects within the field of education and education technology. As the business landscape evolves, the ability to conduct rigorous and insightful research is crucial for informed decision-making and strategic planning. Students will gain a deep understanding of the research process, from conceptualization to execution, as it pertains to management studies. Throughout the course, students will engage in practical exercises, case studies, and real-world examples to apply the concepts learned. Emphasis will be placed on developing critical thinking skills, problem-solving abilities, and a strong foundation for designing and executing research projects in the dynamic field of management.

Learning Outcomes

LO1: Demonstrate advanced knowledge and competence in the latest academic theories and concepts to disciplines to generate novel ideas, strategies, and practical approaches to address business issues faced by senior leadership of organizations in a global field of business management. 

LO2: Develop effective research projects’ skills including formulation of research problems; integration of previous publications into an appropriate literature review; design of a research study. 

LO3: Critically evaluate the project management strategies and practices in a global context to be able to implement and evaluate the outcomes of a project. 

LO4: Demonstration of students’ ability to critically articulate a research study, present and defend their research and findings. This learning outcome aims discussions and prepared to communicate their research effectively, contribute meaningfully to academic and professional discussions, and navigate the complexities of presenting and defending research in the management field.

Research Ethics and Sustainability

This module provides an exhaustive understanding of critical ethical principles and sustainability practices, pivotal in contemporary academic research. It guides through a range of ethical dilemmas and sustainability obstacles prevalent across various disciplines. The curriculum is structured to strengthen responsible research conduct and adept ethical decision-making. Engaging with in-depth theoretical frameworks and practical case studies, the module equips postgraduate research students with the acumen to design and execute research projects that are not only ethically robust but also sustainably mindful. This educational pursuit is enhanced by a commitment to develop research methodologies that yield long-term benefits for both the participants involved and the broader society.

Learning Outcomes

LO1: Navigate Ethical Landscapes: Critically analyze frameworks, navigate dilemmas, and champion ethical research conduct.

LO2: Embrace Research Sustainability: Understand implications, design sustainable practices, and steward research for future generations.

LO3: Master Ethical Judgment: Identify dilemmas, prioritize participant well-being, and uphold research integrity across methodologies.

LO4: Comply with Regulatory Frameworks: Possess deep knowledge, apply regulations ethically, and conduct compliant research.

LO5: Forge Ethical Research Designs: Balance scientific inquiry with ethics, design sound and sustainable projects and foster a culture of ethical research.

Doctoral Thesis Writing and Research Methods

The participants in this course will develop a 3000-word research proposal in the field of Humanities and Social Sciences. The participants will be guided to identify a researchable knowledge gap of their interest and analyze and synthesize the knowledge gap into a problem statement. Participants will receive guidance on specific aspects of doing research including literature searching and conducting critical appraisal; referencing and application of relevant computer software in reference management; framing research questions and research objectives; and application of ethical issues in Research. Participants will be capacity build to develop competence in assessing and appraising evidence in published literature, determining the gaps in the evidence and developing a feasible and valid study design that they can apply in their research. Participants will further be guided to develop a full research proposal.

Learning Outcomes

LO1. Identifying a relevant and suitable knowledge gap in and develop structured research questions to address the knowledge gap.

LO2. Write a literature review to identify existing evidence and knowledge gaps associated with the research problem of interest.

LO3. Develop a well-structured research protocol/proposal with clear timelines and relevant study methods that comply with the universal principles research ethics principles.

The module on Research Development and Progress Review helps a student who has just completed the ‘Research Plan’ to undertake a cadence of supervised, original research leading to a substantial portion of their research thesis being completed (2-4 chapters or equivalent). This module operationalizes the work agreement made in the previous one.

Although students may request twice-weekly meetings early in the writing process, it is expected (and students typically prefer) not to meet more than twice per month thereafter. This allows the student time to develop their independent research and writing. As the student advances in independence and confidence in their research, and under the discretion of their supervisor, they may reduce their supervisory meetings to 1 time per month (not inclusive of ‘Work in Progress’ seminars).

Under the supervision of their supervisor, and through regular submissions and synchronous feedback sessions, students hone and strengthen their ability to conduct innovative, original research at the very forefront of an academic discipline. 

While the focus of year one was on preparing the ‘Research Proposal’, the focus of year two is on the actual work of research, whether that be in the library, working with datasets, developing data management plans, ethical approval, conducting interviews or surveys, or deep reading in the scholarship on a chosen topic, producing extensive notes and questions, and rough drafts of chapters or thesis sections. In addition to direct intervention on the student’s work, faculty contributions might include exploring innovative new research methods, research integrity, or, where relevant, implications for policy and other applications. 

In addition, supervisors in year two will facilitate the student’s participation in the broader scholarly community, whether through presenting in the ‘Work in Progress’ seminar for graduate students and scholars, or through encouraging them to participate in doctoral colloquiums/conferences at which students may annually present their research and have it peer-reviewed in annual colloquium.

Entering the third year of doctoral studies, students will have a well-defined research topic, a clear structure to organise their proposed research, a firm grasp of the relevant literature, a practical timeline in which to conduct their research, and a substantial body of drafted thesis chapters or sections (equivalent to 2-4 chapters).

In this module, the aims of the methodology module are fulfilled and the research of the past two years is brought into one overarching argument. The exact length of the thesis will vary by method and discipline, but ordinarily will not exceed 80,00 words, exclusive of bibliography but including appendices, notes, tables, and so forth. 

The thesis will constitute a substantial, original, independent piece of research, which is clearly articulated in relation to the primary evidence and secondary literature, and which is organised in relation to the plan first envisaged in the methodology module.

Regular supervision meetings keep the student on-course with the timeline agreed in the methodology module. Supervisory meetings concentrate on a pre-submitted piece of research in a pattern that continues until the first draft of the thesis is complete. 

Although students may request twice-weekly meetings early in the writing process in module two, it is expected (and students typically prefer) not to meet more than once or twice per month by this stage of the thesis. This allows the student time to develop their independent research and writing. All full-time students must meet with their supervisor at least once per month.

After the completion of the first draft, meetings focus on the harmonisation of the parts, adjustments to the overall argument, and the supervisor seeks to ensure that the student guides the thesis with a single, coherent line of enquiry. 

The final meetings with the student focus on polishing the editorial aspects of the thesis, and helping the student prepare for examination.

While there is not a formal requirement that a piece of the thesis will have been published already, the thesis should contain publishable work, and the student should graduate with a clear plan of revision toward publication (e.g., a series of articles, direct publication, or recasting the argument as a book for a more general audience).