This module introduces key concepts and theories underpinning contemporary educational research situated within social science. Students will explore the main paradigms of social science research and will examine some of the associated philosophical, theoretical, and methodological debates, alongside a variety of empirical approaches that are applied to education. Students will evaluate the affordances and drawbacks of some research methods appropriate to the field of education. Students will critically reflect on the complex, diverse and often problematic nature of educational (and social science) research, and its relationship to practice in professional contexts. The module will equip students to analyse and evaluate key ethical issues associated with research. Critical reflection and reflexivity are important themes within the module, in supporting students’ development towards becoming researching professionals.

The module aims to ensure that students develop a critical understanding of how their research and practice is situated in local and international perspectives, contexts and debates, so that they appreciate the complexities involved in the theoretical positions and empirical experiences that such perspectives, contexts and debates generate. Students will be supported to engage in a critically informed understanding of aspects of the local and of the global and identify any significance in their relationship. This will enable students to apply critical insights taken from these areas in relation to their own practice and research.

Creativity in practice explores the complex relations between creativity, theory, practice and policy. It covers a variety of approaches to creativity in professional practice and research, from that of the professional artist creating expressive works, or educators engaging their learners in creative production, to the creative policy maker or the educator incorporating creative practices into their curricula design. The module is designed to encourage the exploration of the potential of creativity in educational research and practice through interdisciplinary encounters, and through its application in professional and research contexts.

The module aims to sensitise students to the relationship between cultural structures and critical education. Through this process, students will develop an appreciation of how their professional practice constitutes cultural work in which learning, in its varying forms, is an outcome of diverse struggles. Through autoethnographic approaches, students will be supported to engage with these struggles alongside the subtle nuances, differences and complexities in everyday social encounters in their professional contexts. This immersion will also enable students to critically reflect on their histories and professional experiences to cultivate a deeper awareness of their own positionality in the research process alongside the politics of representation.

The focus of this module is the study of the philosophical and theoretical foundation of the domain that will inform the thesis. Philosophical positions will be illuminated through the study of postmodern, feminist and post-colonial theories, as well as other perspectives pertaining to the disciplines and research interests of students. Teaching is designed to stimulate analysis of discontinuities and systems of thought that relate to professional research and practice. This means justifying and interrogating theory and philosophy that will underpin the doctoral thesis.

This module will draw upon the learning form the previous modules to enable students to develop the design and methods for their thesis research. It will build upon the chosen philosophical and theoretical perspectives studied in earlier modules. Designing research that adheres to principles of honesty, rigour, transparency and open communication, care and respect, accountability and doing research that is ethical are central to the module. Opportunities for critical dialogue that responds to justifications and explanations of the proposed research will be fundamental and will provide insight into researcher and professional praxis, alongside broader contexts for understanding researcher integrity.

Ethical approval for this proposal will be sought through the School of Education Ethics Committee at an appropriate time following transfer to the thesis stage.

In this module, students undertake an extended empirical and/or theoretical research project, focussing on their professional knowledge, research, experience and practice.  The thesis stage builds on existing understanding of positionality, ethics, reflexivity, appropriate methods for professional doctoral research and researcher integrity, as well as methodological, theoretical and philosophical considerations. During this period students will work with supervisors to refine their research design from PR8001, normally complete a literature review, gather data to address their research questions; analyse and discuss the data; draw conclusions in relation to their research questions and reflect on their research, its original contribution to knowledge and its significance, making recommendations for future practice and research. Students may also carry out research through practice and submit a body of research represented through practice-based work, equivalent to up to 50% of the word count of the thesis. Within a professional doctorate, practice may be used as as a legitimate research method. Building on the Thesis in Context module, research that adheres to principles of honesty, rigour, transparency and open communication, care and respect, accountability and doing research that is ethical are central to the module.