Prerequisite course for this course is: HP706E Teaching and Learning in Higher Education: Research Methodologies and Research Design

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.

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.