The course aims to enable students to deepen their knowledge and abilities in studying and critically reviewing theories and methods, paying consideration to traditions of scientific theory and social and ethical aspects.

The course examines the relevant theoretical perspectives and methodological approaches that arise within teaching and learning in higher education, alongside their possibilities and limitations for research and development work. Traditions of scientific theory, in addition to matters of ethics and the social relevance of research will be addressed alongside studies of theoretical perspectives.

Upon completion of the course, the student should be able to

The overall layout of the course tuition is flexible. Seminars are linked to lectures, group work and individual presentations using different media. There will be opportunities for feedback between the students throughout the course. Methods will be developed based on the purpose and intended learning outcomes of the course, in a collaboration between students and teachers.

Examination 1: Oral presentation. 3.5 credits.

This examination assesses intended learning outcomes 1-2.

Examination 2: Paper, 4 credits. This examination assesses intended learning outcomes 1-2.

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. To be awarded the final grade of VG, a VG is required in both examinations. It must be possible to distinguish between individual performances for all assessments.

Fraenkel, Jack. R., Wallen, Norman. E., & Hyun, Helen. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages. (641 pages)

Jones, Susan. R., Torres, V., & Arminio, Jan. (2013). Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues. Routledge. (256 pages)

Slade, Sharon., & Prinsloo, Paul. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1510-1529.

Tuli, Fedeke (2010). The basis of distinction between qualitative and quantitative research in social science: Reflection on ontological, epistemological and methodological perspectives. Ethiopian Journal of Education and Sciences, 6(1), 97-108.

Additional literature based on specialisation to be chosen in consultation with the course coordinator.

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.