Academic writing and research design

The course is part of the following programme: S2IME International Master's Programme in Educational Research

The student should have passed the first year's courses on the program before being eligible for the course:

PDA085 Introduction to International Master in Educational Research, 15 hec, PDA185 Introduction to Educational Research Practice, 15 hec, PDA084 Qualitative Approaches to Educational Research, 15 hec, and PDA186 Design, Measurement and Analysis in Educational Research, 15 hec

The course focuses on the academic writing that students need to undertake when designing a research plan – such as for a Master’s thesis in educational research – and covers how to formulate research problems and research questions, design a research methodology, and apply theory to the proposed research design. Through a series of workshops, students are introduced to different ways in which educational research can be planned and conducted and are encouraged to develop their own research ideas through individual and collective reflection. Special emphasis is put on the individual writing process, as students develop their own research plans. Students will also present their research plans, provide constructive feedback to peers, and engage with feedback on their own research plans - all of which are important skills for becoming a researcher and participating in research and development work. The course offers students guidance and support in developing a coherent and feasible research plan for educational research in an area of their own interest.

On successful completion of the course the student will be able to:

Knowledge and understanding

• Explain how a chosen research topic contributes to addressing sustainability concerns in education.

Competence and skills

• Formulate a research problem and corresponding research question(s) aligned with a chosen research topic in the educational research field.
• Design a research methodology, including data collection and analysis approaches, to address the research question(s).
• Discuss a theoretical framework and how it can be applied to the proposed research design.

Judgement and approach

• Reflect on the feasibility and potential challenges or limitations of the research design and how these can be addressed.
• Use scholarly literature to concretize research problems, argue for theoretical and methodological choices, and to articulate the importance of the proposed research within the international educational research field.
• Apply ethical principles to the proposed research in accordance with good research ethics.

Teaching is conducted through workshops that combine lectures, seminars, and small group discussions.

Language of instruction: English

Learning is assessed through the following assignments:

1. A written outline of initial ideas for Master thesis research.
2. A formal presentation and defense of a research plan.
3. A written Master thesis proposal.

If a student misses the initial opportunity to present and defend their research plan, another opportunity will be offered during the course.

If a student who has failed twice on the same examination component wishes to change examiner before the next examination, such a request must be granted unless there are special reasons (Chapter 6, Section 22 of the Higher Education Ordinance).

If a student has received notification of study support from the University of Gothenburg with a recommendation for adapted examination and/or adapted form of examination, the examiner may, in the event that this is compatible with the intended learning outcomes of the course and provided that no unreasonable resources are required, decide to grant the student an adapted examination and/or an adapted form of examination.

If a course has been discontinued or undergone a major change, the student must be offered at least two examination opportunities, in addition to the regular examination. These opportunities are distributed over a period of at least one year, but no longer than two years after the course has been completed. The same applies to practical training and clinical placements, but with a limitation to only one additional examination occasion.

If a student has been notified that he/she meets the requirements for being a student at the Swedish Sports University (RIU student), the examiner has the right to decide on adaptation during examination, if this is done in accordance with Local rules regarding RIU students at the University of Gothenburg.

The grading scale comprises: Pass with Distinction (VG), Pass (G) and Fail (U).

For the grade Pass, all assignments must be graded Pass.
For the grade Pass with Distinction, assignments 1 and 2 must be graded Pass, while assignment 3 must be graded Pass with Distinction.

Course evaluation is done in relation to the course learning outcomes and content at the end of the course. Students who have taken the course can express their views and comments anonymously in the course evaluation. The result and any changes in the course structure will be communicated to both the students who completed the evaluation and to the students who will begin the course.

The course uses the University of Gothenburg’s learning management system for different forms of digital communication. Access to a computer and the Internet is therefore required