Prerequisite course for this course is: HP704E Teaching and Learning in Higher Education: Theoretical Perspectives on Research

The course aims to encourage students to develop their professional and academic skills. The course also aims to enable students to develop their knowledge within their chosen specialisation, and their ability to contribute to knowledge development in the field of teaching and learning in higher education.

During the course, the student will plan and conduct an independent survey of a practice in higher education. The student selects and justifies a relevant theoretical, methodological and research ethics-based approach to the chosen topic.

The student then analyses and interprets collected data, as per standard scholarly practice. The student presents their work during a seminar and will also publicly discuss and examine an equivalent project.

Upon completion of the course, the student will be able to:

The course employs individual and group supervision meetings, and seminars. Methods will be developed based on the purpose and intended learning outcomes of the course, in a collaboration between students and teachers. Most of the course is independent learning with support from a supervisor.

The course is examined with an independent written project and public discussion and examination of another independent project. The independent project assesses learning outcomes 1 to 5. Learning outcomes 6 and 7 will be examined during a seminar. The course coordinator will distribute grading criteria at the start of the course. Alternative assessment forms may be included following consultation with the examiner. The course coordinator will provide information about grading criteria at the start of the course. It must be possible to distinguish between individual performances for all assessments.

Cohen, Louis; Manion, Lawrence & Morrisson, Keith. (2011). Research methods in education. (7th edition). London: Routledge Falmer. (784 s.)

Bailey, Stephen. (2014). Academic writing: A handbook for international students. London: Routledge. (293 s.)

Wingate, Ursula. (2012). ‘Argument!’ helping students understand what essay writing is about. Journal of English for Academic Purposes, 11(2), 145-154.

Oliver, Paul. (2010). The student's guide to research ethics. McGraw-Hill Education (UK). (224 s.)

Individual choice of literature based on research question, in consultation with supervisor.

Additional literature may be added.

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.