General entry requirements: first-cycle qualification comprising at least 180 credits.

Specific entry requirements:

at least three years of documented experience of teaching at higher education level, or working with skills development in at an equivalent organisation (for example, Swedish Customs, the Swedish Police Authority, Swedish Armed Forces), or successful completion of courses comprising at least 60 credits in one of the following subjects: Education pedagogy, educational sciences, work with teaching and education or other subject in the behavioural sciences, in addition to English 6.

The students will develop their ability to independently search for, evaluate and argue for their choice of selected research literature, based on theoretical, methodological, societal and ethical aspects. Furthermore, the students will develop their ability to categorise, thematise, synthesise and critically evaluate research. They will also write their own defined research overview within the specialisation of teaching and learning in higher education.

After completing the course, the students will be able to

The learning activities are developed on the basis of the course objectives and intended learning outcomes in collaboration between students and teachers. These activities may include seminars, lectures, work in groups and individual presentations held using a variety of media. Peer response is applied throughout the course.

Exam 1: Oral presentation and paper, 4 credits, in which learning objectives 3 and 4 are assessed.

Exam 2: Written paper, 6 credits, in which learning objectives 1 and 2 are assessed.

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.

In order to obtain a pass with distinction for the entire course, a pass with distinction is required for both exams.

Gough, David., & Thomas, James (2016). Systematic Reviews of Research in Education: Aims, Myths and Multiple Methods. Review of Education, 4(1), s. 84-102. (18 pp).

Hart, Christopher (2009). Doing a Literature Review: releasing the social science research imagination. (Reprint). London: Sage Publications (230 pp).

Poulson, Louise & Wallace, Mike (red). (2004). Learning to Read Critically in Teaching and Learning. London: SAGE (electronic book) (232 pp).

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

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.