The students will develop their knowledge in practice-based problem formulation and methods, as a preparation for their thesis project.

The students will study and discuss literature on practice-based research. They will identify, formulate and analyse a problem in practices of teaching and learning in higher education. The course can be used as a pilot study for the thesis project. The course includes presenting and arguing for a reasonable timetable for the study and making clear the main subjects.

After completing the course, the students will be able to

1. identify and formulate a research problem in the practice of higher education teaching and learning

2. plan the implementation of a practice-based study based on the above research problems

3. account for ethical considerations in the intended study.

The learning activities are developed on the basis of the course objectives and intended learning outcomes, in collaboration between students and course director.

Seminars are alternated with lectures, group work and individual presentations using different media forms. Peer feedback is given throughout the course.

All intended learning outcomes are assessed when the student presents, in writing and orally, their plan for a practice-based study. This study is presented at a seminar.

Alternative forms of assessment may be used in consultation with the examiner.

Grading criteria for the course are announced by the course director at the start of the course.

The basis for all assessments shall be such that individual performance can be distinguished.

Campbell, Anne & Groundwater-Smith, Susan (2007): An Ethical Approach to Practitioner Research: dealing with issues and dilemmas in action research: London: Routledge (189 pp).

Jarvis, Peter. (1999). The Practitioner-Researcher. Developing Theory from Practice. Jossey-Bass Higher and Adult Education Series. San Francisco: Jossey-Bass Publishers (220 pp).

Menter, Ian, Elliot, Dely., Hulme, Moira., Lewin, Jon., & Lowden, Kevin (2011). A Guide to Practitioner Research in Education. London: Sage (280 pp).

Additional texts may be added.

The University provides students who are taking or have completed a course with the opportunity to share their experiences of and opinions about the course in the form of a course evaluation that is arranged by the University. The University compiles the course evaluations and notifies the results and any decisions regarding actions brought about by the course evaluations. The results shall be kept available for the students. (HF 1:14).