BA (Hons) Interior Architecture and Design

Transcription

1 BA (Hons) Interior Architecture and Design Programme Specification DJ 08/17 Primary Purpose Course management and quality assurance. Secondary Purpose Detailed information for students, staff and employers. Current students should refer to the related Course Handbook for further detail. Disclaimer The University of Portsmouth has checked the information given in this Programme Specification. We will endeavour to deliver the course in keeping with this Programme Specification; however, changes may sometimes be required arising from annual monitoring, student feedback, review and update of units and courses. Where this activity leads to significant changes to units and courses, there will be prior consultation of students and others, wherever possible, and the University will take all reasonable steps to minimize disruption to students. It is also possible that the University may not be able to offer a unit or course for reasons outside of its control, for example; the absence of a member of staff or low student registration numbers. Where this is the case, the University will endeavour to inform applicants and students as soon as possible. Where appropriate, the University will facilitate the transfer of affected students to another suitable course. Copyright The contents of this document are the copyright of the University of Portsmouth and all rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means electronic, mechanical, photocopying, recording or otherwise, without the prior consent of the University of Portsmouth.

2 Contents Course Details Named Awards Course Code (and UCAS Code if applicable) Awarding Body Teaching Institution Accrediting Body QAA Benchmark Groups Document Control Information Effective Session Author Faculty Department...1 Curriculum Educational Aims Reference Points General Learning Outcomes Learning Outcomes...4 A. Knowledge and Understanding of:... 4 B. Cognitive (Intellectual or Thinking) Skills, able to:... 5 C. Practical (Professional or Subject) Skills, able to:... 5 D. Transferable (Graduate and Employability) Skills, able to: Learning and Teaching Strategies and Methods Assessment Strategy Course Structure, Progression and Award Requirements Employability Statement...7 Course Management Support for Student Learning Admissions Criteria...8 A. Academic Admissions Criteria... 8 B. Disability Evaluation and Enhancement of Standards and Quality in Learning and Teaching...9 A. Mechanisms for Review and Evaluation... 9 B. Responsibilities for Monitoring and Evaluation... 9 C. Mechanisms for Gaining Student Feedback... 9 D. Staff Development Priorities Assessment Regulations Role of Externals Indicators of Standards and Quality...10 A. Professional Accreditation/Recognition B. Periodic Programme Review (or equivalent) C. Quality Assurance Agency D. Others Further Information...11 i

3 Course Details 1. Named Awards BA (Hons) Interior Architecture and Design 2. Course Code (and UCAS Code if applicable) C2516S (K120) 3. Awarding Body University of Portsmouth 4. Teaching Institution University of Portsmouth 5. Accrediting Body None 6. QAA Benchmark Groups Art and Design 2016 History of Art, Architecture and Design 2016 Architecture 2010 (where these relate to Interior Design) 7. Document Control Information Version 4, September Effective Session 2017/ Author Lynne Mesher 10. Faculty Creative and Cultural Industries 11. Department School of Architecture Curriculum 12. Educational Aims General Aims: The BA (Honours) Interior Architecture and Design Programme aims to: Programme Specification for BA (Hons) Interior Architecture and Design Page 1 of 11

4 Foster an enquiring spirit, intellectual curiosity, and a diversity of creativity in students; these coupled with the development of their own learning skills will enable students to reflect on and affect the direction of their future creative lives and their own development needs. Maintain a distinctive education that enables every student to attain as high a level of personal development as he/she can achieve. Provide a challenging and stimulating study environment. Equip graduates with transferable skills such as problem solving, decision-making, communication, and teamwork, necessary for lifelong learning and flexibility in the context of changing labour markets. Provide students with the opportunity to develop key skills. Provide students with opportunities to study elements of other disciplines. Provide students with the skills and knowledge required to maximise career and postgraduate study opportunities. Particular Aims: The BA (Honours) Interior Architecture and Design Programme aims to: Provide a professional course leading to a career as an Interior Architect or Designer, or the alternative diversification into an allied area of the design field. Provide a broad education in design. Provide a coherent integrated pattern of education in design. Provide some knowledge of the extensive subject area of Architecture and Design, and an understanding of the principles of design, technology and environment, cultural context, communication and management practice and law. Allow students to develop their own position on what represents a high standard of design and to decide where they stand in relation to the wide-ranging debate on the subject. Foster in students an ability to investigate, conceptualise and develop the design of 3D objects and spaces, and to develop their designs through a process of self-critical reflection. Encourage the development of design skills, from a detail to an architectural scale, in formal response to social and cultural issues of the world that we inhabit that aim to contribute to the enhancement of the human experience. Foster in students a concern for the conservation of natural resources through the development of appropriate formal and technical responses to global issues such as climate change, and the developing debate and knowledge on how to respond. Both contribute to our position within the Faculty of Creative and Cultural Industries (CCi), by developing programmes that will offer other students in the Faculty a better understanding of the discipline of interior architecture and design and possibilities for exchanges of ideas; and benefit from our proximity to the other schools such as the School of Art and Design by seeking collaboration with staff and students that will foster the development of artistic skills and encourage poetic qualities in the work of our students that lie beyond the minimum levels of competence. Encourage an early interest in the relationship between Interior Architecture and Design, Urban Design and Landscape and provide opportunities for their later development in post graduate programmes. 13. Reference Points The Outcomes have been developed taking account of the following: University of Portsmouth Curriculum Framework Document The UK Quality Code for Higher Education Framework for Higher Education Qualifications (FHEQ) National Qualifications Framework Policy for placement learning Programme Specification for BA (Hons) Interior Architecture and Design Page 2 of 11

5 Vocational and professional experience, the scholarship and the research expertise of academic members of staff Subject Benchmark Statement. Quality Assurance Agency for Higher Education: subject benchmark statements for Art and Design 2016, History of Art, Architecture and Design 2016 and Architecture 2010 where these relate to Interior Design. N.B. Programme Learning Outcomes are cross referenced to the above points as is shown in the following key: KEY: (A&D1.1)= Standards from Art and Design Benchmark Statement (HAAD1.1)= Standards from History of Art, Architecture and Design Benchmark Statement (GC1.1) = General Criteria: Architecture Subject Benchmark Statement. (GTA1.1)=Graduate Attributes: Architecture Subject Benchmark Statement. (S.o.A.) = School of Architecture derived learning Outcomes. 14. General Learning Outcomes Level 4 Certificates of Higher Education are awarded to students who have demonstrated: knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study Typically, holders of the qualification will be able to: evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work communicate the results of their study/work accurately and reliably, and with structured and coherent arguments undertake further training and develop new skills within a structured and managed environment And holders will have: the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility Level 5 Diplomas in Higher Education are awarded to students who have demonstrated: knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge Typically, holders of the qualification will be able to: use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively Programme Specification for BA (Hons) Interior Architecture and Design Page 3 of 11

6 undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations And holders will have: the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making Level 6 Bachelor s degrees/bachelor's degrees with honours are awarded to students who have demonstrated: a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline an ability to deploy accurately established techniques of analysis and enquiry within a discipline conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline an appreciation of the uncertainty, ambiguity and limits of knowledge the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline) Typically, holders of the qualification will be able to: apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem communicate information, ideas, problems and solutions to both specialist and non-specialist audiences And holders will have: the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility decision-making in complex and unpredictable contexts the learning ability needed to undertake appropriate further training of a professional or equivalent nature 15. Learning Outcomes A. Knowledge and Understanding of: Design A.1 the needs and aspirations of building users: the impact of buildings on the environment, and the precepts of sustainable design: the way in which buildings fit into their local context (GC5.1, GC5.2, GC5.3) A.2 the need to critically review precedents relevant to the function, organisation and technological strategy of design proposals; the need to appraise and prepare building briefs of diverse scales and types, to define client and user requirements and their appropriateness to site and context (GC7.1, GC7.2) A.3 the context of the designer and the construction industry, and the professional qualities needed for decision making in complex and unpredictable circumstances (GA1.5) Programme Specification for BA (Hons) Interior Architecture and Design Page 4 of 11

7 Technology A.4 a knowledge and understanding of the processes through which artefacts are constructed in the cultures studied (HAAD 6.4.3) A.5 principles associated with designing optimum visual, thermal and acoustic environments; systems for environmental comfort realised within relevant precepts of sustainable design. (GC9.1, GC9.2) Cultural Context A.6 the development of the subject, and of its key intellectual tools (HAAD 6.4.6) A.7 the cultural, social and intellectual histories, theories and technologies that influence the design of buildings; the influence of history and theory on the spatial, social, and technological aspects of design (GC2.1, GC2.2) A.8 how the theories, practices and technologies of the arts influence architectural design; the creative application of the fine arts and their relevance and impact on design (GC3.1, GC3.2) Professional Studies A.9 the broad critical and contextual dimensions of the student s discipline(s) (A&D 6.4.1) A.10 the issues which arise from the artist's or designer's relationship with audiences, clients, markets, users, consumers, and/or participants (A&D 6.4.1) A.11 major developments in current and emerging media and technologies in their discipline(s) (A&D 6.4.1) A.12 the significance of the work of other practitioners in their discipline(s) (A&D 6.4.1) B. Cognitive (Intellectual or Thinking) Skills, able to: B.1 present evidence that demonstrates some ability to generate ideas independently and/or collaboratively in response to set briefs and/or as self-initiated activity; prepare and present building design projects of diverse scale, complexity, and type in a variety of contexts, using a range of media, and in response to a brief (A&D 6.3.1, GC1.1) B.2 make connections between intention, process, outcome, context, and methods of dissemination (A&D 6.3.4) B.3 research: the capacity for critical, effective and verifiable information retrieval and organisation relevant to a given task; analyse information and experiences, and formulate reasoned arguments; evaluate evidence, arguments and assumptions in order to make and present sound judgments within a structured discourse relating to architectural culture, theory and design (HAAD 6.8.4, A&D 6.6.3, GA1.4) B.4 accommodate change and uncertainty; analyse problems, and use innovation, logical and lateral thinking in their solution. Be flexible and adaptable in the approach to and development of an issue, problem or opportunity. (A&D 6.6.2, SoA) C. Practical (Professional or Subject) Skills, able to: Design C.1 demonstrate proficiency in observation, investigation, enquiry, visualisation and/or making; develop ideas through to outcomes that confirm the student's ability to select and use materials, processes and environments (A&D 6.3.2, 6.3.3) C.2 the application of appropriate theoretical concepts to studio design projects, demonstrating a reflective and critical approach. (GC2.3) C.3 the creative application of the fine arts to studio design projects, in terms of their conceptualisation and representation. (GC3.3) Technology C.4 use materials, media, techniques, methods, technologies and tools associated with the discipline(s) studied, and will be familiar with good working practices (A&D 6.5.1) Communication Skills Programme Specification for BA (Hons) Interior Architecture and Design Page 5 of 11

8 C.5 Understand the conventions of architectural representation and apply them to two dimensional and three-dimensional graphics and to computer generated and physical models. (SoA) Professional Skills C.6 prepare designs that will address building users' requirements and comply with UK legislation, appropriate performance standards and health and safety requirements. (GC10.3) D. Transferable (Graduate and Employability) Skills, able to: D.1 exercise self-management skills in managing their workloads and meeting deadlines; work autonomously in a self-directed manner, managing and appraising their own working practices thereby developing as a reflective practitioner and an independent learner (A&D 6.6.1, SoA) D.2 benefit from the critical judgements of others and recognise their personal strengths and needs; apply interpersonal and social skills to interact with others (A&D 6.6.4, 6.6.5) D.3 communicate ideas and information in visual, oral and written forms; apply information skills to navigate, retrieve, and manage information from a variety of sources; select and employ communication and information technologies (A&D 6.6.6, 6.6.8, 6.6.9) D.4 present ideas and work to their audiences; apply a range of communication methods and media to present design proposals clearly and effectively (A&D 6.6.7, GA1.2) D.5 Work in teams, and manage teamwork. (SoA) D.6 identify individual learning needs and understand the personal responsibility required for further professional education. (GA1.6) 16. Learning and Teaching Strategies and Methods Information about the subject area, cognitive skills, practical (professional or subject) skills and transferrable skills are conveyed and developed through a combination of lectures, seminars, workshops and problem-based learning in the design studio. 17. Assessment Strategy The assessment of the knowledge base, cognitive skills, practical skills and transferrable skills is through a combination of coursework, design reviews and portfolio examination. Design units, which make up 50% of the curriculum at each level, include critique (reviews), which provide formative feedback, with a final summative assessment through a portfolio examination. Taught units, in the three subject areas, mainly involve the assessment of between one and three coursework artefacts, such as folders, reports or essays. Some units have developed the use of the University s VLE for on-line assessments. At Level 4, two introductory design units are shared with BA (Hons) Architecture. The final 20 credit design unit is broken down into manageable parts with a studio crit review of each part, providing a large amount of formative feedback and provision for students to improve the work before the portfolio examination. The other 20 credit units are assessed in a variety of ways including sketchbook, journals, reports, exhibitions and other coursework. These assessments are designed to bring students up to the level of professional skill that will allow them to progress to Level 5. At Level 5 design units encourage experimentation and formative assessment allows students to develop work for the final portfolio examination. A 20 credit option opportunity or a 20 credit departmental option unit allows student more breadth and includes a range of assessment methods. The programme encourages more independent learning at each level, and at Level 6 the major project provides opportunity for formative feedback through key reviews and the preparation, theory, and professional units integrate with it. Presentations and the final exhibition are used to assess the professional unit. Group work is assessed at Level 6 where students are more able to negotiate and understand its value. Programme Specification for BA (Hons) Interior Architecture and Design Page 6 of 11

9 18. Course Structure, Progression and Award Requirements See Unit Web Search 1 for full details on the course structure and units This is a 3 or 4 year programme depending on whether a student elects a sandwich placement. The University strongly encourages the 4 year option since students gain valuable experience from an industrial placement. The placement year usually takes place at the end of the second year and a placement student should expect to be in employment for a full calendar year. 360 credits are required for the Honours degree. Standard University rules apply and the regulations must be consulted for a full description of exit awards. Units are offered as 20 credits units with design units generally being 20 or 40 credits. One credit is equivalent to 10 hours of learning. Each level comprises of a minimum of 120 credits. Level 4 is designed to contain several shared units with BA (Hons) Architecture. This gives opportunities for students to appreciate the other discipline and work with other students. An option unit opportunity totalling 20 credits is offered at Level 5, and provides an opportunity for students to study a variety of topics (including languages and/or key skills) outside of their main subject areas. An alternative option unit is offered by the School. The School has an Industrial Liaison Board and provides links with Employers through part-time staff, employers evenings, mock interviews, the evening lecture series and opportunities for mentoring by regional practices. As an alternative to the sandwich placement students can undertake a Study Abroad year under the Erasmus Scheme or with other exchange programme partner institutions. 19. Employability Statement As is made clear in Educational Aims above, we aim to educate professionally competent students through this programme. In Programme Learning Outcomes ; key employability skills are derived from the subject benchmark statements. The curriculum is particularly geared to employability and this is evident when comparing Portsmouth to other Schools with Interior Architecture and Design. Wherever possible we include live projects, or elements of live projects, we invite in practitioners, clients, developers, and contractors etc. to talk to students and set the scene of a project. Design, which forms 50% of the curriculum, is taught in the studio, by full-time academics as well as part-time practitioners from London and the region. This provides students direct contact with employers and is one way in which currency is maintained. Professional studies units teach career management skills, which are specifically intended to enhance career prospects. Particularly in the award year, these include a number of initiatives to promote employability, such as help with CVs, mock interviews by volunteer local practitioners, an end of year exhibition designed by students, which is open to the public and provides a further opportunity for students to attract employers. The views of employers are sought through our industrial liaison panel and other activities such as prize giving ensure external involvement in the school. In addition we arrange an employers evening where employers make a presentation on the opportunities offered by their practice. This is followed by a social event where student are able to talk to the practitioners, inspect their practice brochures etc. PDP (Personal Development Planning) is managed through the Personal Tutor (Studio Tutor) who reviews skills including career management skills and CVs. A HEAR document is completed to compliment students professional portfolio as recognition of their professional development through extra curricula activities. This is linked to the professional portfolio which students complete. Students are offered the opportunity of a sandwich placement year between Levels 5 and Programme Specification for BA (Hons) Interior Architecture and Design Page 7 of 11

10 On completion of the year-long work placement the student returns to full time study to complete Level 6. After students graduate, the School keeps contact with students and the MA Interior Design and MA Professional Design Practice provide students with opportunities to develop their skills at postgraduate level. Course Management 20. Support for Student Learning The Course is managed by a Course Leader Each level is co-ordinated by a Year Co-ordinator to ensure integration. Extensive induction programme introduces the student to the University and their course. Each student has a personal tutor (their studio tutor), responsible for pastoral support and guidance. Studio Tutors provide support in the Design Studios. Post Graduate Student Mentors provide further support University support services include careers, financial advice, housing, counselling etc. The Academic Skills Unit (ASK). CCi Creative Skills Centre and CCi Academic Skills Centre. CCi Creative Careers Centre. The Additional Support and Disability Advice Centre (ASDAC). Excellent library facilities. Student Handbooks produced by the School include Introduction to School of Architecture and A Concise Guide to Units for each course which are provided for each student. The Introduction to the School includes our Code of Practice on Marking and how Feedback is provided for all assessments. The School of Architecture pages on the Virtual Learning Environment (VLE), provides a central source for all information, programmes and teaching notes. Personal Development Planning (PDP) for all awards has been developed for the Virtual Learning Environment (VLE) The CCi Workshops are well staffed, and well equipped for model making, mock ups, and CNC milling and laser cutting. Advice on careers is developed through the Level 6, professional studies unit. For students that elect for a placement year there is a placement supervisor and a placement handbook. All placement locations are carefully vetted in terms of health and safety as well as their potential to support the programme learning outcomes. This is in line with the University of Portsmouth s Code of Practice for Work Based and Placement Learning. 21. Admissions Criteria A. Academic Admissions Criteria points to include a minimum of 2 A levels or equivalent. Applicants without relevant qualifications may be asked to submit a digital portfolio. A range of qualifications as specified on the course page on the University of Portsmouth website. Programme Specification for BA (Hons) Interior Architecture and Design Page 8 of 11

11 Applicants whose first language is not English must provide evidence of English language ability with a minimum IELTS score of 6.0 (normally with not less than 5.5 in any one component) or equivalent. Prior (formal and/or experiential) learning may be assessed and accredited. B. Disability The University makes no distinction in its admissions policy with regard to disability and will endeavour to make all reasonable adjustments in order to make it possible for students to study at Portsmouth on a course of their choice. However, applicants should be aware that certain disabilities, e.g. significant visual impairment, may make it very difficult for students to achieve the programme learning outcomes of a visually orientated discipline such as architecture. A central component of the course is studio work where students are required to develop their design skills through formal presentation of their own design concepts and ideas to staff and fellow students for critical review through debate and discussion. This type of studio work is integral to the learning, assessment and subsequent interior design practice experience and students who are unable to participate fully in such activities may find their prospects for success in the course and eventual career significantly compromised. If in doubt, please contact the School to discuss the possibilities for study. 22. Evaluation and Enhancement of Standards and Quality in Learning and Teaching A. Mechanisms for Review and Evaluation Course Leader s Annual Standards and Quality Evaluative Review Head of Department s Annual Standards and Quality Evaluative Review Unit and Course Level student feedback considered at Board of Studies Unit Assessment Board consideration of student performance for each programme Annual Standards and Quality Reports to Board of Studies, including consideration of Subject and Award External Examiner Reports Periodic Programme Review Student Representatives and Student/Staff Consultative Committees National Student Survey National Postgraduate Taught Experience Survey Staff Performance and Development Review Peer Review and Development Framework Faculty Learning and Teaching Committee B. Responsibilities for Monitoring and Evaluation Unit Co-ordinators for unit content and delivery Course Leader for day-to-day running of course Board of Studies with overall responsibilities for operation and content of course Head of Department Associate Dean (Academic) Associate Dean (Students) Quality Assurance Committee Unit, Award and Progression Board of Examiners C. Mechanisms for Gaining Student Feedback Student Representation on Board of Studies Student Staff Consultative Committees Programme Specification for BA (Hons) Interior Architecture and Design Page 9 of 11

12 Unit and Course Level student feedback questionnaires University participates in external student surveys, e.g. National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES), Postgraduate Research Experience Survey (PRES) and International Student Barometer (ISB) D. Staff Development Priorities Academic staff undertake activities related to research, scholarship, teaching and learning and student support and guidance Annual staff performance and development reviews match development to needs Managers undertake a variety of management development programmes New academic staff required to undertake appropriate University of Portsmouth learning and teaching programmes All academic staff encouraged to seek Higher Education Academy membership Academic staff undertake initial and continuing professional development within the Academic Professional Excellence Framework (APEX) programme which is aligned with the Higher Education Academy (HEA) s UK Professional Standards Framework (UKPSF) Support staff are encouraged to attend short courses in areas such as minute taking, and specific IT packages Academic staff volunteer to lead study trips abroad, which also provide staff development 23. Assessment Regulations The current University of Portsmouth academic regulations will apply to this programme (see Assessment and Regulations 2 ). 24. Role of Externals Subject External Examiners who will: Oversee unit assessment and usually attend Unit Assessment Boards Review unit assessment strategy Sample assessment artefacts Present report to Unit Assessment Boards Award External Examiners (usually also a Subject External Examiner) who will: Oversee and attend Award/Progression Boards Scrutinise and endorse the outcomes of assessment Ensure that the standard of the award is maintained at a level comparable with that of similar awards elsewhere in the United Kingdom 25. Indicators of Standards and Quality A. Professional Accreditation/Recognition None B. Periodic Programme Review (or equivalent) The BA (Hons) Interior Architecture and Design (previously BA (Hons) Interior Design) course participated in a successful Periodic Programme Review in June Programme Specification for BA (Hons) Interior Architecture and Design Page 10 of 11

13 C. Quality Assurance Agency QAA Higher Education Review, March 2015, judgements about standards and quality meet UK expectations (for full report see Higher Education Review of the University of Portsmouth, March ). D. Others None. 26. Further Information Further information may be found in: Student Handbook University of Portsmouth Curriculum Framework Document University of Portsmouth Prospectus University of Portsmouth 4 and Portsmouth School of Architecture 5 websites pdf Programme Specification for BA (Hons) Interior Architecture and Design Page 11 of 11