1. CRITICALLY ASSESS AND REFINE INDIVIDUAL AIMS AND OBJECTIVES AND DEFINE SPECIFIC PROFESSIONAL LEARNING GOALS.

2. DEFINE AND DEVELOP AN ADVANCED LEVEL OF INDIVIDUAL RESEARCH METHODS AND ACQUIRE THE APPROPRIATE TECHNICAL SKILLS NECESSARY TO COMPLETE PROJECT WORK TO A PROFESSIONAL LEVEL OF COMPETENCE.

3. DEMONSTRATE AN ADVANCED UNDERSTANDING OF THE EXPLORATORY NATURE AND EMERGING CONSOLIDATION OF YOUR WORK AND RESEARCH SO AS TO ENABLE A SYNTHESIS OF YOUR PROJECT'S AIMS AND METHODS TO BE ACHIEVED.

4. DEMONSTRATE A CRITICAL AWARENESS OF YOUR OWN PRACTICE IN RELATION TO ITS ENGAGEMENT WITH APPROPRIATE PROFESSIONAL LOCATIONS AND DISCOURSES, AND THE ABILITY TO ARTICULATE THIS TO OTHERS.

5. REFLECT CRITICALLY UPON YOUR PROFESSIONAL PRACTICES.

The exact nature and content of the module will be identified by the student, with appropriate staff help, in the Learning Contract. It will usual take the form of analytical, preparatory, experimental and other practical work relating to their chosen area of practice, plus associated research that underpins the project.

Specific module Learning Outcomes will be taken from your own negotiated and approved Learning Contract.

[Learning Outcomes 1- 5]

The module provides the framework for development of your overall programme of study, as outlined in your Learning Contract. You will consolidate working processes and develop any cross-disciplinary work you are doing relating to individual project aims and objectives that you have already developed. By the end of the module you should also be able to make any necessary revisions to your overall programme aims and Learning Contract and be able to begin planning your Final Masters Project.

You will continue to produce and refine your project work by undertaking appropriate research that is informed by current knowledge and professional practices within your chosen the field of research, practice, industry, and/or technologies. You will be supported by tutorials and, alongside individual reflection, it is envisioned that critical analysis from staff, peers or any external professional related to any work-based learning you may have undertaken, will be used to review overall programme aims and objectives.

Your Project Portfolio will be developed during this module and will build upon the work generated alongside Negotiated Project 1, using any recent work and conclusions drawn to inform your proposal for the Masters Project. By the end of the module you will have created a credible infrastructure of practical work, research and critical/theoretical understanding from which to create a cohesive body of work at a level of competence to be shown in a professional context.

The module provides the framework for development of your overall programme of study, as outlined in your Learning Contract. You will consolidate working processes and develop any cross-disciplinary work you are doing relating to individual project aims and objectives that you have already developed. By the end of the module you should also be able to make any necessary revisions to your overall programme aims and Learning Contract and be able to begin planning your Final Masters Project.

Supervisory tutorials
Independent Study
Blackboard materiaL

Students will have a recommended reading lists dependent on their subject specialism; however, generic texts include:

Bell, J (2014) Doing Your Research Project. McGraw-Hill Education
Booth, W., Colomb, C. & Williams, J. (2003), The Craft of Research 2nd Ed., University of Chicago Press
Boud, D, Cohen, R, Walker, D, (eds). (1993). Using Experience for Learning. Open University Press
Davies, M.M. and Mosdell, N. (2006), Practical Research Methods for Media and Cultural Studies, Edinburgh University Press
Heywood, J. (2000), Assessment in Higher Education, Jessica Kingsley
Kolb, D (1983). Experiential Learning. London: Prentrice Hall
Kolb, D. A. & Allen D. (1984), Experiential Learning: Experience as the source of learning and development, Prentice Hall
Megginson, D. (2008), Continuing Professional Development, Chartered Institute of Personnel & Development
Moon, J. (2006), Learning Journals: A Handbook for Academics, Students and Professional Development, Routledge.
Moon, J.A. & Moon, J. (2001), Reflections in Learning and Professional Development, Routledge
Robson, C (2011). Real World Research. Wiley
Schön, D. (1987), Educating the Reflective Practitioner, Jossey-Bass
Schön, D (1991). The Reflective Practitioner. Jossey Press.
Schön, D. (1995), ‘Knowing-in-Action: The New Scholarship Requires a New Epistemology’ In: Change, 27 (6), pp. 26–34.
Winstanle, C. (2009), Writing a Dissertation for Dummies, John Wiley & Sons

Negotiated access to equipment, studio spaces and workshop facilities and technical support as appropriate to the subject area.

University Library.
Blackboard.