The role of reflection, reflexivity and reflective practice.
Underpinning Learning theories, experiential learning, types of knowing.
The development of your thinking from the beginning.
The identification of personal/research skills.
Conflict management.
Challenging the connections.
Engagement with the processes of professional development and planning.
Encouraging self-awareness and critical reflection upon the research project(s) and their conceptual scholarship.
Encouraging self-awareness and critical reflection on your values, ethics and impact on and within a group.

Tutorials, seminars, student directed learning and tutor supervisions.

Module handbook with bibliographical guidance. Blackboard.
Library electronic access with guidance and bibliographical search guidance.

Boud D., Cressey P. and Docherty P (2006). Productive Reflection at Work: learning for changing organizations. London: Routledge.
Boud, D., R. Keogh and D. Walker (Eds.). (1985). Reflection: Turning Experience into Learning. London: Kogan Page.
Brockbank, A. and McGill, I. (2007) Facilitating Reflective Learning in Higher Education (2nd edition). Buckingham: OU Press.
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Lexington, MA: Heath.
Eraut, M. (1994) Developing Professional Knowledge and Competence, London: Falmer Press.
Haan de E. (2005). Learning with Colleagues: an action guide for peer consultation. Basingstoke: Palgrave.
Hogan C. (1995). Creative and Reflective Journal Processes. The Learning Organization, 2:2 4-17.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
McGill I., Beaty L. (1996). (2nd ed.) Action Learning. London: Kogan Page.
Moon, J. (1999). Learning Journals: a handbook for academics, students and professional development. London: Kogan Page
Moon, J. (1999) Reflection in Learning & Professional Development: Theory and Practice. London: Kogan Page.
Schon, D. A. (1983). The reflective practitioner. New York: Basic Books.
Winstanley, D. (2005). Personal Effectiveness. London: CIPD.

At the end of year 2 the submission of a portfolio of evidence of personal development in the role of researcher and/or change agent. The body of the document will be of around 6,000 words in total (excluding appended selective supportive data). This document does not solely have to be in a paper format, with opportunity to utilise electronic media (for example, e-portfolios) evidencing one's reflective development. The developing document may be, when agreed between supervisor/mentor and participant, the basis for discussion throughout the life of the award. It may also form part of discussions at appropriate workshops conducted throughout the life of a research group. The evidence will come from working with your learning set, work in the other taught modules, work in your organisation and other sources.

Candidates must have relevant prior learning and professional experience.