ULMS Electronic Module Catalogue

The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module.
Title DOCTORAL DEVELOPMENT PLAN
Code KDBA310
Coordinator Dr M Sarma
Strategy, IB and Entrepreneurship
Meera.Sarma@liverpool.ac.uk
Year CATS Level Semester CATS Value
Session 2020-21 Level 8 FHEQ Whole Session 90

Pre-requisites before taking this module (other modules and/or general educational/academic requirements):

KDBA300 THE DOCTORAL PRACTITIONER 

Modules for which this module is a pre-requisite:

 

Programme(s) (including Year of Study) to which this module is available on a required basis:

 

Programme(s) (including Year of Study) to which this module is available on an optional basis:

 

Teaching Schedule

  Lectures Seminars Tutorials Lab Practicals Fieldwork Placement Other TOTAL
Study Hours           50

50
Timetable (if known)              
Private Study 850
TOTAL HOURS 900

Assessment

EXAM Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
             
CONTINUOUS Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
Assessment 1 There is a resit opportunity. Standard UoL penalty applies for late submission. Assessment Schedule (When) :After Completion of Wk 9  Whole Session    100       

Aims

The DDP will serve as a means of assessing the degree to which the student has progressed:-

as a doctoral-level thinker;

critical action learner;

action researcher.


Learning Outcomes

(LO1) Submit a first-person write-up that will contain examples of practice which include reflections on becoming a scholar/practitioner;

(LO2) Build on previous learning and show a personal development trajectory;

(LO3) The development of metacognitive skills and critical thinking skills;

(LO4) Design a thesis research proposal.

(S1) Problem solving skills;

(S2) Lifelong learning skills;

(S3) Ethical awareness;

(S4) Adaptability;

(S5) IT skills.


Teaching and Learning Strategies

Teaching Method 1 - Other
Description: 25 of the scheduled hours will be allocated to action learning set activity to support thesis proposal development
Notes: Teaching and learning strategies
The teaching and learning strategy is founded upon the principles established through the DBA programme (see D1 of the DBA Programme Specification).

5,000 words of the total 10,000 expected in the write-up will be devoted to a detailed reflection on an individual’s selection and utilization of particular research methodologies in the course of their work
The write-up will focus on the methodologies that they have chosen and why they chose them relative to other methodologies. It will include a reflexive piece on (stated from the perspective of the student in the 1st person):
Who I am as a researcher?
How have I influenced the research process?
How might I have influenced it differently?
What does this mean for my development as a researcher?< br/>How did I manage these preconceptions?

At the end of each module, students will be reminded to “Examine your practice and reflect on your learning over the past 10 weeks and complete the DDP.”

The second 5000 words of the expected write-up will be a proposal for the DBA thesis. A series of ‘thinkspace’ activities will be introduced in the online classroom to structure thinking. Facilitated action learning sessions and formative feedback on a draft proposal will be used to support students’ development of their research ideas.


Syllabus

 

Metacognitive skills:-
Readings on metacognitive skills will be identified and provided to the students during week 10 of each module to stimulate their reflections on this topic;
Students will reflect on how their metacognitive skills changed throughout the Programme.

Development of doctoral skills and dispositions:-
The write-up will include a reflexive piece on (stated from the perspective of the student in the 1st person);
Where am I on my journey in my development as a doctoral researcher;
What have I yet to learn;
Where are my particular strengths;
Where are my blind spots and perhaps pose myself a challenge in the modules to come;
The notion that “I am part of the problem and the problem is a part of me” is evidenced through the DDP.

Contribution to knowledge:-
Students will reflect on the quality of their contribution to knowledge;
This quality should improve noticeably throughout the course of the Programme;
The write-up will include a reflexive piece on (stated from the perspective of the student in the 1st person);
How have I collaborated on the co-creation of knowledge in the team or in the workplace;
How might I have influenced others during the problematizing process;
How was I impacted by helping others in this process;
How have the change interventions of others impacted me.


Recommended Texts

Reading lists are managed at readinglists.liverpool.ac.uk. Click here to access the reading lists for this module.