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 1
Code ULMS994
Coordinator Professor LM Anderson
Faculty of Humanities and Social Sciences
L.Anderson@liverpool.ac.uk
Year CATS Level Semester CATS Value
Session 2023-24 Level 8 FHEQ First Semester 30

Pre-requisites before taking this module (other modules and/or general educational/academic requirements):
ULMS990 Introduction to Doctoral Research; ULMS991 Working with Literature; ULMS992 Research Methods; ULMS993 Designing Scholarly Practitioner Research 

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   8

       32

10

2

 52
Timetable (if known)              
Private Study 248
TOTAL HOURS 300

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
Development mapping Reassessment Opportunity: a new assignment with the same brief. Penalty for Late Submission: Standard UoL penalty applies Anonymous Assessment: Yes  0    20       
Individual written assignment Reassessment Opportunity: a new assignment with the same brief. Penalty for Late Submission: Standard UoL penalty applies Anonymous Assessment: Yes  0    80       

Aims

This module aims to:

Prepare students for writing the pre-thesis Doctoral Development Plan;

Enable students to reflect on their development as a scholarly practitioner so far in the programme;

Provide an opportunity for the student’s primary supervisor to undertake a Development Needs Analysis (DNA) with them, to identify an appropriate skills training programme;

Enable students to prepare for the thesis stage of the programme in terms of adopting a reflexive approach to conducting their research.

Learning Outcomes

(LE1) A leader.
Students will develop the understanding and confidence to explore and develop their own leadership approach and development needs.

(LO1) Students will be able to build on previous learning to create a personal development trajectory.

(LO2) Students will demonstrate a reflexive approach to conducting research.

(LO3) Students will demonstrate ability to critically evaluate personal biases, assumptions, and attitudes when conducting research.

(LO4) Students will explain how their practice is influenced by scholarship.

(LO5) Students will be able to demonstrate how a scholarly orientation has influenced their practice.

(LRE1) Critical reflexivity.
This skill will be developed through the process of reflexively writing Doctoral Development Plan 1.

(LRE2) An excellent verbal and written communicator.
Students will have opportunities to develop written and oral communication skills through group discussions and written assessments. In addition this skill will be developed through peer review of Doctoral Development Plans.

(LRE3) A lifelong learner.
Students will develop the skill of lifelong learning by reflecting on and setting plans for how their development throughout the programme can be continued once they have graduated. Students will also be equipped to practice management within a spirit of inquiry, which will be developed through the process of writing Doctoral Development Plan 1.

(LRE4) IT literate.
The nature of the module in terms of online delivery will enable students to develop skills in using a virtual learning/communications environment.

(LRE5) Organised and able to work under pressure.
This will be evident in the students’ independent management of their assignments and by meeting coursework deadlines.

(LRE6) Flexible and adaptable.
In working with their peers, students will consider different perspectives and hence demonstrate flexibility and adaptability in the approach to peer marking.

Teaching and Learning Strategies

Method 1 - The module will be delivered online over 8 weeks. Students will be supported through 4 synchronous seminar sessions to complete the individual reflective report.

Scheduled directed student hours: 8 hours

Description: The synchronous seminars will last for 2 hours each.
Attendance Recorded: Yes – tracked via the learning platform.

Method 2 - Students will prepare for each synchronous seminar by contributing to a collaborative discussion board where they will discuss both set readings and those suggested by others in the group and further discuss their progress with the report.

Unscheduled directed student hours: 32 hours

Description: The preparation work for each synchronous seminar will equate to 8 hours (inclusive of the time spent posting to the discussion board) undertaken asynchronously.
Attendance Recorded: Yes – tracked via the learning platform.

Method 3 – Additionally, students will also peer assess at least one mind map produced by other students for assignment 1.

Unscheduled directed student hours: 10 hours

Description: The peer assessment task will equate to 10 hours, undertaken asynchronously.
Attendance Recorded: Yes – tracked via the learning platform.

Method 4 - Students will be allocated a minimum of two supervisors for their thesis. It is expected that students will meet with their primary supervisor ahead of beginning the thesis module to undertake a Development Needs Analysis (DNA) to identify an appropriate skills training programme.

Unscheduled Directed Student Hours: 2

Description: The content of meetings will be dependent on the needs of the student.
Attendance Recorded: No, but progress will be monitored through the University’s Independent Progress Assessment Panel (IPAP) process.

Method 5 - Self-directed learning hours: 248 hours
Description: This will involve directed and independent reading and indep endent research, drafting and re-drafting of the final report.

Syllabus
 

Reflective writing.

Reflexivity in management practice and scholarship.

The nature of inquiry.

Becoming a scholarly practitioner.

Mode of engagement and expectations.

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