Prerequisite courses for this course are: HP705E Teaching and Learning in Higher Education: Thesis I (passed) and HP708E Teaching and Learning in Higher Education: Research Overview in Higher Education

The students will develop their knowledge of the practices of higher education teaching and learning and the research field.

The students will plan and conduct an investigation based on a current, independently formulated research problem in higher education research and practice. The students will choose and argue for a suitable theoretical, methodological and ethical approach based on the chosen problem, and they will systematically analyse and interpret the collected data in accordance with scientific practice. The results of the study are placed into relevant national and international contexts regarding knowledge development within the chosen area of higher education pedagogy. The student will present their project at a seminar and review another student’s project. After the seminar, the student produces a poster in English, containing the key elements of the study. The poster is the basis for a planned presentation of the study in an international context.

After completing the course, the students will be able to

1. independently and critically define and formulate a scientific problem with relevance for research or practice of teaching and learning in higher education

2. compile an overview of national and international research of relevance to the chosen research problem and critically position their study in relation to it

3. select and justify a suitable theoretical and methodological approach with presented research ethical considerations in relation to the chosen issue

4. based on the selected theoretical perspective, critically and systematically analyse, interpret and draw conclusions from the investigation

5. argue for the importance of the work for future research and practical application in both national and international contexts, with relevance to the main field of teaching and learning in higher education

6. present their work in the form of a scientific text

7. communicate and defend their project and review another project

8. present their project to an intended international audience.

The course includes learning activities such as supervision meetings, carried out both individually as well as in groups, and seminars. The learning activities can also be developed on the basis of the aim and objectives of the course, in collaboration between students and supervisors. The work during the course is mainly conducted independently with the support of supervisors.

The course is examined through an independent written project and review of another independent project. The independent project should assess learning outcomes 1-6. Learning outcomes 7-8 are assessed 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.

Cohen, Louis; Manion, Lawrence & Morrison, Keith (2011). Research Methods in Education (7th edition). London: Routledge Falmer (784 pp).

Bailey, Stephen (2014). Academic Writing: A Handbook for International Students. Routledge (282 pp).

Redman, Peter, & Maples, Wendy (2017). Good Essay Writing: A Social Sciences Guide. Sage (200 pp).

Oliver, Paul (2010). The Student's Guide to Research Ethics. McGraw-Hill Education (UK) (190 pp).

Other texts based on the student’s specialisation are selected after discussion with supervisor.

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.