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CCI30030

Academic Year 2026/2027

Research as Creative Thinking (CCI30030)

Subject:
Creative & Cultural Industries
College:
Arts & Humanities
School:
Art History & Cultural Policy
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Dr Benjamin Anderson
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

In CCI30030 Research as Creative Thinking, students will be introduced to key approaches to research in the arts, humanities and social sciences with the goal of using these to develop their capstone projects. Through lectures, guest presentations, readings, activities and assessments, students will be challenged to reflect on and develop techniques for developing research ideas and articulating research problems, formulating research plans, collecting and analysing data, and writing research reports.

Students will be introduced to the research process, key methodological orientations and theoretical streams in Creative & Cultural Industries, and specific approaches including documentary and archival research, ethnography and action research, discourse and rhetorical analysis, and creative practice based approaches.

About this Module

Learning Outcomes:

Upon successful completion of CCI30030 Research as Creative Thinking, students will be able to:
- Understand and engage with key elements and standards of the research process.
-Develop research ideas and articulate research problems.
- Plan and execute original qualitative research projects using methods including: documentary and archival research, ethnographic interviewing and observation, textual/discourse analysis, and creative practice based approaches.
- Analyse qualitative data by utilising a variety of coding strategies.
- Use their understanding of the key structures of standard research reports to write their own for their capstone project.

Indicative Module Content:

In order to prepare students to formulate and execute their capstone projects, this module will introduce them to key approaches to research in the creative and cultural industries, challenging them to apply these to a topic of their interest with an eye toward integrating research into their final capstone.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Advanced Beginner

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Advanced Beginner

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 2

Achieve gender equality and empower all women and girls 2

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 2

Reduce inequality within and among countries 2

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 2
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

45
Autonomous Student Learning

53
Lectures

22
Total

120

Approaches to Teaching and Learning:
CCI30030 will be made up of a combination of in-person lectures, readings, practice activities, guest presentations, and in-class exercises. The goal of each of these is to prepare students to engage in original research and to think creatively about how their interests can be translated into an eventual capstone project.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Application assignments (40%)

Students will complete 2 assignments to develop their capstone: (1) articulate research problem and research questions; (2) formulate research design or creative plan		 Week 4, Week 8 Graded No
40
 No
Assignment(Including Essay): Capstone Proposal (60%)

Proposal will include revised content of application assignments and: introduction, literature review, research plan, and proposed timeline for the capstone project.		 Week 14 Graded No
60
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 11:00 - 12:50
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