PROGRAMME SPECIFICATION Final. PG Diploma Interior Design

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1 s PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award MA Interior Design PG Certificate Interior Design PG Diploma Interior Design Course status Validated Awarding body University of Brighton School School of Architecture and Design Location of study/ campus This course is normally delivered at Moulsecoomb Partner institution(s) Name of institution Host department Course status 1. N/A SELECT 2. N/A 3. N/A Admissions Admissions agency Direct to School Page 1 of 12

2 Entry requirements Include any progression opportunities into the course. Please check the University s website for entry requirements. Ability to undertake Level 7 study Applicants should normally have an undergraduate honours degree (usually at 2:1 level or above) in a design-related subject. In exceptional circumstances, i.e. where an applicant has several years experience working in a design industry, applicants with non design degrees are considered where they will be interviewed with Portfolio. Applications should include Two references one of which must be academic for recent graduates; Statement of Intent Portfolio (hard copy or suitable digital alternative) The admissions team will also scrutinise references for evidence of preparedness to undertake level 7 study, in particular commitment to sustained academic work. Candidates may also be required to attend an interview. The interview will focus on the candidate s potential to benefit from, and to contribute to, the programme of study. Candidates from overseas, or at some distance from Brighton, may elect to have a telephone/skype interview. Ability to study in English: IELTS is our preferred language qualification, the minimum requirement is a score of 6.5 overall with a 6.0 in writing. We also accept the following: TOEFL scores above 575 (paper generated) or 90 (internet based) IGCSE English Language Grade C or higher If you have studied a bi lingual diploma (The International Baccalaureate) we accept a score of 4 in Higher level English or 5 in Standard level. Confirmed evidence of prior undergraduate / postgraduate study in the medium of English. This programme has been validated to combine either a 12 or 8 week Extended Masters (EMA) English Language pathway route. Programme specifications for the English Language component of the Extended Masters route can be found at: Entry may also be via an access agreement with the University of Brighton International College (UBIC). Accreditation of prior learning (APL): Claims for the Accreditation of Prior (Experiential) Learning will also be considered and will follow the guidelines in the University s General Examination and Assessment Regulations. The College Academic Framework, within which the programme would be located, identifies the process for transfer and, where relevant, admission with advanced standing or accreditation of prior learning Page 2 of 12

3 Start date (mmm-yy) Normally September September 18 Mode of study Mode of study Duration of study (standard) Maximum registration period Full-time Other: 1.5 years 6 years Part-time Other: By negotiation 6 years Sandwich Select Select Distance Select Select Course codes/categories UCAS code Contacts Course Leader (or Course Development Leader) Admissions Tutor Examination and Assessment N/A Frank O'Sullivan Frank O'Sullivan External Examiner(s) Examination Board(s) (AEB/CEB) Name Place of work Date tenure expires Ken Wilder UAL 31 Dec 18 PG Academic Programmes in Design (single tier system) Approval and review Approval date Review date Validation March 18 2 Programme Specification March 18 March 19 3 Professional, Statutory and Regulatory Body 1 (if applicable): Professional, Statutory and Regulatory Body 2 (if applicable): Professional, Statutory and Regulatory Body 3 (if applicable): 4 1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 4 Date of most recent review by accrediting/ approving external body. Page 3 of 12

4 PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: The course aims to create a learning environment within which students with a wide range of professional learning, skills and experiences develop a critical awareness of their own design processes and strategies. Working alongside, and at times in close collaboration with, students from other design disciplines it is intended that these critical evaluations be formulated with a view to the strengths and weaknesses of conventional professional boundaries. In addition to the intention to challenge subject/disciplinary boundaries the course actively pursues opportunities for international workshops and exchanges. The projects developed within this collaborative framework set out to question simplistic distinctions between interior and exterior space, whilst actively creating design proposals from the common ground between selected design specialisms and diverse cultural perspectives. The programme aims to conform to the generic aims for study of the University of Brighton Academic Framework: To promote a studio culture whose goal is the design of spaces and programmes that result from rigorous interdisciplinary collaboration between fine artists, designers, architects and critical thinkers, To encourage students independent scholarship and research in order to situate their own design programmes and propositions within a wider, historical and cultural context, To offer a broad menu of advanced study options in architecture, interior design, urban design and related fields which can be combined to allow students to discover, research and further define their own area of specialisation, To promote critical engagement and reflection amongst the students with respect to their evolving design methods and practices, To support the development of a research-based culture which acknowledges the importance of knowledge and experience to the design process, To provide an environment which supports intellectual development, creativity, professionalism, free exchange of ideas, collaborative work, the sharing of experiences and insights, and which encourages experiment, risk-taking and the pursuit of excellence, To develop students ability to identify, develop and communicate their own theoretical position, their critical awareness and their personal commitment in relation to the practice of design. Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate 5. Knowledge and Skills. Learning Outcomes Students are expected to achieve: 1. Insight in perceiving the issues of their discipline and awareness of the strengths and weaknesses in its various intellectual approaches, constructs and debates; 2. An ability to construct, develop and successfully complete projects containing substantial research; 3. Independence of thought and intellectual rigour in the analysis of problems/hypotheses and the creation of responses; 4. A high level of craftsmanship and technical command in the construction of texts/ artefacts/performances; 5. An ability to draw up clear research aims, construct, develop and successfully complete a programme of specialised enquiry and selfmanaged study; 6. A high level of professional and technical skill in the construction and communication of the Master Work in appropriate media; 5 Please refer to Course Development and Review Handbook or QAA website for details. Page 4 of 12

5 QAA subject benchmark statement (where applicable) 6 No specific benchmark statement PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. N/A LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. MA students are expected to progressively act as independent researchers and learners. There are types of learning applicable to this course and these are used within each of the subject areas and lead to a position of self-directed learning in the Masterwork. In this course, research in spatial design is concerned with: Enriching knowledge through scholarly enquiry Developing a reasoned position to design issues with reference to the thinking, work, ideas of others, based on an understanding of the context and relationships between disciplines Establishing the impact of intellectual approaches to design questions, i.e. drawing conclusions Developing propositions in the form of designed responses that engage with the progression of the subject area Situated Learning. This will consist of things students have learned through their experience, either directly related to course work, or in an unrelated area that is then applied to design practice. Learning in the design studio relies heavily on situated learning in the form of problem-based and project-based learning. However, all forms of situated learning are supported by directed teaching and learning activities. Situated learning is characterised by the following teaching and learning activities: Site visits and field trips. Group and teamwork. Individual tutorials. Group tutorials. Pin-ups and discussion of work in progress. Crits, reviews and juries. Situated learning is supported by the following teaching and learning activities: Workshops and classes. Seminars. Lectures. Portfolio reviews. Directed Learning. This can be thought of as the most traditional form of teaching and learning. An expert (the teacher) 6 Please refer to the QAA website for details. Page 5 of 12

6 shares his or her insight and experience with those with less experience and knowledge. It may happen in a large lecture theatre, or in an individual tutorial where the student is seeking particular information or guidance. Directed learning is characterised by the following teaching and learning activities: Seminars. Lectures. Directed learning is supported by the following teaching and learning activities: Individual tutorials. Group tutorials. Self-Directed Learning. Learning to work independently and outside the context of formal taught situations is arguably the most important skill that students will learn. Being able to work and learn independently will allow students to continue learning and developing, professionally and academically, after they have completed their formal education. Within the course, self-directed learning may be as straightforward as reading a particular reference and applying it to an assignment, or it may involve teamwork and multi-tasking on complex assignments where students set their own targets and deadlines. Self-directed learning is characterised by the following learning activities: Individual student-centred work Group and team work Self-directed learning is supported by the following teaching and learning activities: Individual tutorials. Seminars and Group tutorials. Pin-ups and discussion of work in progress. Crits, reviews and juries. Portfolio reviews. Use of the University s Virtual Learning Environment (VLE), studentcentral, is well developed. Students use this facility to work collaboratively as well as to communicate with the course team. Text-based assignments are submitted electronically. Support for ICT skills will be offered to all students throughout the course. Students with English as an additional language will be introduced to the University s advisory writing service and support classes on academic writing run throughout the academic year. These services will be introduced in the Induction week to ensure that students can access support based on individual needs. In Induction Week students will be given workshop and general academic orientation to help them understand the aims, objectives, structure of the course and assessment. The relevant Course Leader will provide support and guidance for individual students throughout the year. ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. Page 6 of 12

7 The minimum pass mark for postgraduate (level 7) modules and awards is 50%. All modules are assessed against the learning outcomes set out in each module descriptor. Additionally, the criteria for award of particular marks or grades are provided by the Grading Criteria / Grading Descriptors which are included in the student handbook. The ways in which modules are assessed will be outlined formally in each of the module descriptors. The summative assessment methods, which are used within the course, are listed in the table below. These are complemented by a range of formative assessment tasks including presentations - that provide students with opportunities to develop transferable skills beneficial to their future career and academic study aspirations. Where there are two assessment tasks, these are staggered within the module, meaning that assessments are not bunched towards the end of the semester. For further details please refer to the University of Brighton General Examination and Assessment Regulations for Taught Courses (GEAR). Learning Outcome Assessment method Module Number of credits Students are expected to have: 1 - Insight in perceiving the issues of their discipline and awareness of the strengths and weaknesses in its various intellectual approaches, constructs and debates; Masterwork Thesis AIM36 AI760 AIM An ability to construct, develop and successfully complete projects containing substantial research; Masterwork Thesis Research Practices AIM36 AIM31 AIM50 AI Independence of thought and intellectual rigour in the analysis of problems/hypotheses and the creation of responses; Masterwork Thesis Research Practices AIM36 AI760 AIM31 AIM50 AI A high level of craftsmanship and technical command in the construction of texts/ artefacts/performances; Masterwork Thesis Research Practices AIM36 AI760 AIM50 AI An ability to draw up clear research aims, construct, develop and successfully complete a programme of specialised enquiry and selfmanaged study; 6 - A high level of professional and technical skill in the construction and communication of the Master Work in appropriate media; Masterwork Thesis AIM31 AIM Page 7 of 12

8 SUPPORT AND INFORMATION Institutional/ University Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: All students benefit from: University induction week Student Contract Course Handbook Extensive library facilities Two computer poolrooms located at Mithras House as well as several others located nearby in the Moulsecoomb campus. address Welfare service Personal tutor for advice and guidance In addition, students on this course benefit from: Integrated Student Support and Guidance Tutor (SSGT) Model making workshops, with professional manufacturing equipment Photography studios and darkroom Studio spaces Specialist printing and scanning facilities Computer suites with specialist software and digital fabrication facilities Software tutorials through Lynda.com Tutorials from subject tutors; Language support through the University English Language Support Programme, the Writing Advisory Service, and Writing Development Group; Support and guidance from the Course Administrator; The School of Art, Design and Media has a well-established students support and guidance mechanism, in addition to the personal tutoring support; Guidance on information retrieval Collection of past research projects The course has a long established series of international collaborative connections with several overseas Universities providing our students with first hand experience of cross cultural and interdisciplinary perspectives and insights into their evolving design practice. Page 8 of 12

9 PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. This course has two Stages; Stage 1 is the two semesters taught stage of the course. Within Stage 1 students may opt out of the credit Critical Readings module and opt into a credit module from the range of Level 7 options available from the College of Arts and Humanities, or in another College, through negotiation with the Course Leader. Students must pass all units of study in this stage to be eligible to progress to the Stage 2 Master Work unit of study. The proposal for the Master Work must be completed to a satisfactory level during Stage 1. Students working on Stage 2 undertake a research based project working under the guidance of their Master Work tutor. Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules)* A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) *Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability Level 7 Module code Status Module title Credit 7 AIM36 C Preliminary Design 7 AIM31 M Main Design Project 40 7 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. Page 9 of 12

10 6 AI760 C Technology & Material Practices 7 AI716 C Research Practices 7 AIM37 O* Critical Readings 7 AIM15 O* Independent Project (Architectural & Urban Design) 7 AIM17 O* Design 1 : Urban Strategies 7 ADM04 O* Sustainable Design: Present(s) 7 AIM27 O* Planning Theory 7 AIM28 O* Policy & Implementation in Town Planning 7 AIM29 O* Sustainable urbanism in coastal communities Stage 2 Discretionary exit award: PG Certificate (60 credits, minimum 40 at Level 7) Total credits required for progression 1 Discretionary exit award: PG Diploma (1 credits, minimum 90 at Level 7) 7 AIM50 M Master Work 60 *These are the School of Architecture & Design s Options modules, which are part of the wider College of Arts & Humanities Level 7 Options Module offer. For all modules available across the College, please see the Arts & Humanities - Level 7 Options Module Handbook Page 10 of 12

11 AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Total credits 8 Minimum credits 9 Ratio of marks 10 : Class of award Intermediate PGCert PG Certificate 7 Total credit 60 Minimum credit at level of award 40 Intermediate PGDip PG Diploma Select Total credit 1 Minimum credit at level of award 90 Final MA MA Interior Design Select Total credit 180 Minimum credit at level of award 150 Select Select Total credit Select Minimum credit at level of award Select Select Select Total credit Select Minimum credit at level of award Select *Foundation degrees only Progression routes from award: Level 7 marks Level 7 marks Level 7 marks Select Select Postgraduate degree Postgraduate (taught) de Postgraduate (taught) de Award classifications Mark/ band % Foundation egree Honours degree Postgraduate 11 degree (excludes PGCE and BM BS) 70% - 100% Distinction First (1) Distinction 60% % Merit Upper second (2:1) Merit 50% % Lower second (2:2) Pass 40% % Third (3) Pass Select Select 8 Total number of credits required to be eligible for the award. 9 Minimum number of credits required, at level of award, to be eligible for the award. 10 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 11 Refers to taught provision: PG Cert, PG Dip, Masters. Page 11 of 12

12 EXAMINATION AND ASSESSMENT REGULATIONS Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University s General Examination and Assessment Regulations for Taught Courses. Exceptions required by PSRB These require the approval of the Chair of the Academic Board Examination and Assessment Regulations for this course are in accordance with GEAR, the University s General Examination and Assessment Regulations for Taught Courses. A copy of GEAR can be downloaded from: entral/doc pd N/A Page 12 of 12