Latest Module Specifications
Current Academic Year 2025 - 2026
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Description Students are presented with a live digital transformation challenge by industry partners. The brief is to define the problem, engage in primary and secondary research, sense-check solutions and provide tangible, supported and viable recommendations. The module provides an opportunity for learners to exercise their creative, questioning, analytic and writing skills in a focused and practical manner while gaining formative feedback and input from industry mentors, academic leads and relevant stakeholders. The outcome involves a substantive piece of written work including core recommendations which can be creatively disseminated via innovative media. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. critically explore the existing evidence relevant to their assigned digital challenge 2. evaluate and apply different research tools and techniques useful for gaining further insights and understanding 3. demonstrate a capacity to use appropriate theory, frameworks and analytical tools to resolve business problems 4. draw realistic and justified conclusions, making practical and actionable recommendations for change 5. disseminate key recommendations through creative means 6. understand the value of formative feedback and develop skills working in diverse teams | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Content and Learning Activities
Introduction to Challenge-Based Learning (CBL) Principles of CBL, working with external partners, defining and understanding real-world challenges. Understanding the Challenge Context Exploring organisational context, stakeholder perspectives, and problem framing. Understanding industry, organisational or societal challenges presented by the client. Evidence Gathering and Insight Generation Reviewing relevant literature and industry evidence. Using research tools and techniques (e.g., interviews, surveys, observational methods, digital analytics) to gather insights relevant to the challenge. Research Tools and Methods Selection and application of appropriate research approaches to investigate the challenge. Use of qualitative and/or quantitative methods to develop understanding and inform decision-making. Theory, Frameworks, and Analytical Approaches Application of relevant academic theory, conceptual frameworks, and analytical tools to interpret findings and structure problem analysis. Problem Analysis and Insight Development Synthesising evidence and research findings to identify key issues, opportunities, and underlying causes related to the challenge. Solution Development and Recommendation Design Developing realistic, evidence-based recommendations and potential solutions that respond to the client challenge. Communicating Insights and Recommendations Communicating findings through reports, presentations, and creative dissemination formats suitable for client audiences. Collaboration and Team Working Working effectively in diverse teams, managing roles and responsibilities, and engaging constructively with peers and stakeholders. Reflective Practice and Formative Feedback Using formative feedback from peers, tutors, and clients to refine ideas, develop solutions, and support learning. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List Books:
Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||