s
PROGRAMME SPECIFICATION
Final
PART 1: COURSE SUMMARY INFORMATION
Course summary
Final award
BA(Hons) Environment and Media Studies
Intermediate award
BA Environment and Media Studies; Cert HE Environment and
Media Studies; Dip HE Environment and Media Studies
Course status
Validated
Awarding body
University of Brighton
College
Arts and Humanities/Life, Health and Physical Sciences
School
Art, Design & Media/ Environment & Technology
Location of study/ campus
Moulsecoomb
Partner institution(s)
Name of institution
Host department
1.
SELECT
2.
3.
Admissions
Admissions agency
Course status
UCAS
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Entry requirements
Include any progression opportunities
into the course.
Applicable for 2016 entry. Check the University’s website for 2017 entry
requirements.
AS/A Levels - BBB or equivalent e.g. ABC
UCAS tariff - 300 points
Scottish Highers - BBBBB
BTEC – DDM
IB - 32 points
EB - 75%
Irish Leaving Certificate - A2, B1, B2, B2, B3, B3
UBIC - pass Foundation at 50% course average with English exit is
60% overall and in the writing component, with no other component
less than 55%.
Access to HE Diploma - pass (at least 45 credits at Level 3) with 24
credits at merit or above.
We welcome applicants from all backgrounds. Those applicants
whose background does not meet these requirements, but can
demonstrate through work experience that they are suitable for the
course are still encouraged to apply and will be considered on an
individual basis.
EU and International students must have equivalent qualifications
and English language qualification in line with University regulations
for undergraduate studies. For non-native speakers of English e.g.
IELTS 6.5 overall, with 6.0 in writing and a minimum of 5.5 in the
other elements or equivalent.
The admission policy for the course abides with Equality Act 2012
and assessment of the student’s needs will be made. An evaluation
of required adjustments will be made in order to the student to be
able to undertake the course. Applicants with disability will have the
opportunity of an interview with a student disability officer to ensure
that their needs can be reasonably met.
Each applicant is considered on their individual merits based on the
rigorous selection procedure.
Start date (mmm-yy)
Sept 2015
Normally September
Mode of study
Mode of study
Duration of study (standard)
Maximum registration period
Full-time
3 years
8
Part-time
6 years
8
Sandwich
4 years
10
Distance
Select
Select
Course codes/categories
UCAS code
DP43
Contacts
Course Leader (or Course
Development Leader)
Dr Frauke Behrendt
Admissions Tutor
Paula Hearsum
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Examination and Assessment
External Examiner(s)
Examination Board(s)
(AEB/CEB)
Name
Place of work
Date tenure expires
Sanna Inthorn
University of East
Anglia
Sept 2016
AEB/CEB
Approval and review
Approval date
Review date
Validation
20091
N/A2
Programme Specification
July 20153
July 20164
N/A5
Professional, Statutory and
Regulatory Body 1 (if
applicable):
Professional, Statutory and
Regulatory Body 2 (if
applicable):
Professional, Statutory and
Regulatory Body 3 (if
applicable):
1
Date of original validation.
Date of most recent periodic review (normally academic year of validation + 5 years).
3
Month and year this version of the programme specification was approved (normally September).
4
Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is
applicable to a particular cohort, please state here.
5
Date of most recent review by accrediting/ approving external body.
2
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PART 2: COURSE DETAILS
AIMS AND LEARNING OUTCOMES
Aims
The aims of the course are:

To understand how our knowledge of, and responses to, contemporary global environmental
concerns are shaped by media, culture, science and politics

To equip students with the ability to evaluate a range of practices, methods and theoretical
approaches found within environment and media studies

To support students to engage actively with key aspects of global environmental change,
sustainable and community development to promote positive change

To enable students to pursue employment in a range of environment and media related
industries and professions
The aims of each Level are as follows:
CertHE will:
 Provide students with a balanced programme of study spanning concepts and issues of
environmental and human geography, visual, textual and digital media;

Provide students with an appreciation of the nature and challenges of sustainable development;

Introduce students to a range of intellectual, discipline-related and practical skills including
studio, laboratory and IT, together with transferable skills including oral and written
communication, teamwork, interpretation and analysis of qualitative and quantitative data, critical
analysis and problem-solving;

Develop students’ learning capacity including through active participation in seminars and critical
reflection on their own work.
DipHE will additionally:

Allow students to develop a deeper knowledge and understanding of concepts and principles in
chosen areas across the disciplines of environment and media studies;

Introduce students to the critical evaluation and application of core concepts in a range of new
contexts;

Provide students with an appreciation of the processes of knowledge generation and research
design;

Provide students with an opportunity to place their subject-specific and wider learning within the
context of employment opportunities and career planning;

Provide students with an opportunity for learning in the community through voluntary
engagement with organisations from the non-governmental, statutory and business sectors
working in environment and media-related fields.
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BA will additionally:

Enable students to study advanced aspects of chosen areas of environment and media studies;

Enable students to develop greater independence in their learning;

Provide students with an opportunity to understand and evaluate critically a range of approaches
to addressing contemporary problems in chosen areas of the subject;
BA Hons will additionally:

Require students to design, implement and communicate the results of an independent specialist
research study on a topic of their choice.
Learning outcomes
Knowledge and theory
Knowledge and theory:
Throughout the course students will develop an understanding of the complex
interplay of science, policy and culture in shaping key environmental
concerns for humanity and in defining what are considered appropriate
responses to these at a variety of scales. A key feature of the programme is
the progressive development of this knowledge and understanding. The core
modules at Level 4 develop understanding of the complexity,
interdependence and uncertainties surrounding principal processes and
patterns of environmental and social change, of media history, and of the
social, economic and political changes associated with the development of
new media forms. Core modules at level 4 also provide an introduction to the
ways of understanding and theorizing the environment and the media.
Level 5 develops a wider and more critical understanding of theoretical
approaches within environment and media studies and the application of
theory in a range of practical contexts. The principles of the research
process and its application are also introduced at this Level. Students
develop understanding of their own role as agents of change in sustainable
development as life long learners, employees and citizens. Level 6 develops
advanced understanding of chosen aspects of knowledge and deepens
critical understanding of its contested and provisional nature and its
relevance to practice (including through the completion of a research project).
With progression, there are substantial opportunities for students to choose
what areas of knowledge, understanding and expertise they wish to develop
according to their own interests and aspirations.
The extent to which
individual students develop specialist and detailed understanding of particular
areas across environment and media studies therefore varies depending
upon individual module selection beyond the compulsory modules. The
following sections emphasise the achievement of learning outcomes. The
compulsory modules are shown in bold.
On successful completion of the course the graduate should be able to
demonstrate knowledge and understanding through the following areas:
1. Global and local processes of environmental, economic, social and
political change and their spatial outcomes
2. Place, power and inequality in different contexts and at different
scales
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3. Everyday life, identity and responsibility to local and distant
environments and communities
4. The relationship between media, culture and society in an
increasingly globalised world
5. The production, consumption and circulation of environmental
imagery, discourses and narratives
6. The nature and demands of sustainable development as a local and
global agenda
7. The application and evaluation of a range of theoretical and
methodological approaches found within environment and media
studies
Skills
The course provides students with a range of intellectual, discipline-related,
practical and personal skills.
Critical thinking, problem-solving,
communication, creativity and responsibility are developed throughout the
course. In particular, at Level 4, students are supported to develop core
study skills such as essay and report writing and competencies in the
handling of quantitative and qualitative sources of data. A key feature of
Level 5 are modules designed to equip students with the skills to understand,
research and communicate environmental issues, to carry out roles within
business, statutory and voluntary organisations and to develop their job and
career prospects. At Level 6, the independent research project represents
the culmination of the development of students’ skills in research, problemsolving and critical analysis.
Intellectual skills
On successful completion of the course, the graduate should be able to:
1. Develop a reasoned and critical argument through the integration and
interpretation of primary and secondary materials
2. Generate research questions and to identify and use appropriate
methods in reaching and reporting conclusions
3. Critically evaluate evidence, ideas and theoretical standpoints within
a breadth of environmental and media
4. Understand the constructed and dynamic nature of environment and
media knowledge
Professional and practical skills
On successful completion of the course, the graduate should be able to:
1. Understand the processes of knowledge generation in environment
and media
2. Identify an environmental or media studies problem or issue, to
investigate it through an appropriately planned, designed and
implemented research project, and to present the findings as a
project report using reasoned argument to draw clear conclusions
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3. Understand the basic theoretical, philosophical and methodological
issues relating to qualitative and quantitative research
4. Work safely, ethically, effectively and in a professional manner within
studio, laboratory, employment and field contexts
5. Contextualise theory with practice and have a deeper understanding
of the relevance of their study to environment and media industries
Transferable skills
On successful completion of the course, the graduate should be able to:
1. Think critically and imaginatively, to read widely and with
understanding and to communicate clearly in spoken and written
English
2. Collect, record, analyse and present data of various forms using
appropriate analytical techniques and technologies
3. Learn and study independently, to reflect on that learning and to plan
time effectively
4. Work and communicate effectively as part of a team
5. Use competently appropriate IT software and packages to find,
explore, develop and present images, text and numbers
6. Use appropriate techniques for
acquisition for life-long learning
job-seeking
and
information
7. Appreciate the broader environmental and academic contexts of their
learning
QAA subject benchmark
statement
Communication, Media, Film & Cultural Studies
Geography
Earth Sciences, Environmental Science and Environmental Studies
PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)
LEARNING AND TEACHING
Learning and teaching methods
The information included in this section complements that found in the Key Information Set (KIS), with
the programme specification providing further information about the learning and teaching methods used
on the course.
All students will engage in a variety of learning and teaching opportunities and methods through the
common core of the course (constituting 50% of learning). A ten credit module comprises 100 hours of
total learning time. This combines the time spent within a range of tutor-led contact sessions (typically
two hours per week) and that spent in guided independent study (including in preparing and completing
assessment tasks). Components of the course include ten credit modules delivered over one semester
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as well as twenty credit modules delivered both within and across semesters. According to the objectives
of the module, the balance of time spent within particular tutor-led activities and between these and
guided independent study will be different. For example, some modules may be delivered via a lecture
and supporting seminar in each week, whilst others may be structured around workshops of 2-3 hours.
Some modules include time spent outside the university in visits to exhibitions, field sites and screenings
or in credited volunteering activities, for example.
At Level 4, the approach to learning and teaching has two core aims; to provide a grounding in the
material that forms the basis for students’ subsequent choices and progression through the degree and
to facilitate their learning in their new undergraduate academic environment through the development of
key skills including literature searching, academic referencing and the critical engagement with texts.
Learning and teaching at Level 4 thereby involves a range of small-group opportunities including
workshops, seminars, tutorials and practical/field-based learning (approximately 50% of total contact
time within the core) in conjunction with lectures. Through the assessment strategies (that include a
number of formative elements, for example) and tutorials, students gain an understanding of what will be
expected from them during their academic career.
The approach to learning and teaching at Level 5 is designed to encourage greater critical and analytical
abilities and to develop applied skills particularly in research and employment-related settings. The
learning and teaching methods remain diverse but make greater use of a shared approach to enquiry, to
student led seminars, reflective engagement in workshops, case study and workplace investigations and
screenings, exhibition and field visits. The core module, GY273, for example, equips students with the
skills as well as the knowledge to execute independent research at Level 6 (GY390 or LM391/2/5)
through workshops and regular written reflection on key theoretical and methodological approaches. The
Community Engagement module (GY281) is built on 30 hours of voluntary engagement in a community
setting combined with regular meetings of action learning groups within the university towards supporting
students to apply theory to practice and to develop career related skills. Optional modules provide
opportunity to deepen and strengthen students’ knowledge and understanding in their chosen fields of
interest.
Learning and teaching opportunities based on student-centred learning increase further with progression
to Level 6 of the course, highlighted in the core 40-credit, dissertation project. This is a substantially
independent research project negotiated, designed and completed in collaboration with at least one
identified tutor. Option choices provide students with opportunities to further develop, synthesise and
evaluate knowledge and understanding in their chosen fields of interest and to engage in practical and
policy debates.
All study is supported by learning materials that are made available to students via an online learning
environment (Studentcentral) accessed via the internet, as well as other web-based resources
developed by staff. Where appropriate, web 2.0 and social networking applications such as blogs and
wikis are utilised by some members of staff in order to support and develop accessible learner generated
contexts.
Learning and Teaching Method
% of Student Effort indicative
Lectures, seminars and similar learning and teaching activities
20%
Independent study
80%
ASSESSMENT
Assessment methods
The information included in this section complements that found in the Key Information Set (KIS), with
the programme specification providing further information about how the course is assessed.
Forms of assessment
A variety of forms of assessment are used across the three levels of the degree programme to
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demonstrate the learning outcomes of component modules and of the course. The following definitions
are included within the Course Handbook issued to all students:

Examination/Test (including open book, seen and unseen examinations): a demonstration
of knowledge, understanding, analytical skill and ability to apply knowledge.

Essay: a demonstration of understanding and analytical and written communication skills.

Project (including individual, group work and Level 6 project): a demonstration of
independent research skills and written communication skills.

Report (including laboratory reports and field reports): a demonstration of reporting and
written communication skills. Laboratory reports additionally demonstrate laboratory skills whilst
field reports demonstrate field and group research skills.

Seminar presentation: a demonstration of knowledge and understanding and ability to present
complex ideas orally, presentation skills, and ability to respond to questioning and lead
discussions.

Reading log/reactions: demonstration of regular, critical and reflective engagement with and
identification of relevant literature.

Creation of media artefacts: mastery of practical media production skills.

Seminar participation: demonstration of ability to initiate and engage in discussions, pose
questions and contribute explanations in response to set topics.

Poster presentation: a demonstration of knowledge, understanding, and written and visual
communication skills.

Portfolio (including article reviews): a demonstration of reflective engagement in workshop
activities, reflective reading skills, and written communication skills.

Other methods (including assessment methods such as web page design, mapping and
bibliographic writing exercises): a demonstration of ability to combine technical and creative
skills with knowledge and understanding.
The precise range and distribution of assessment forms for a particular student will depend on the
package of modules chosen through the levels of the programme. The distribution of assessment types
within the core modules is as follows:
Level 4:
 Essays (48%),
 Exam (15%),

Reading log (15%),
 Seminar (17%)
 Poster presentation (5%).
Level 5:
 Essay (17%),
 Exam (17%),
 Report (20%),
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


Seminar presentation (23%)
Portfolio (13%)
Reading log (10%).
Level 6:
 Examination/Test 29-37%;
 Essay 16-37%;
 Projects 25-29%;
 Reports 0-10%;
 Other methods (incl. Seminar presentation, Poster presentation, Portfolio etc.) 0-12%.
A number of transferable skills, such as self-motivation and communication, are embedded within the
primary modes of delivery of learning and are not necessarily separately assessed. However,
satisfactory achievement of the learning outcomes requires that such skills are developed to an
appropriate level.
It is standard practice across the contributing areas that students are notified of the assessment tasks
(and submission dates) at the outset of each module. There is a well-developed system for mitigating
and monitoring potential bunching of assignments.
The particular nature of assessment tasks are validated as appropriate to individual module learning
outcomes (as well as levels of study) and therefore exhibit variation across the programme as identified
above. The following guidelines are agreed:
10 credit modules: typically 1-2 assessment points
20 credit modules: typically 3 assessment points
Within the Geography and Geology Division, the notion of ‘3,000 word equivalence’ for a ten credit
module is used to ensure comparability across modules. In the School of Art, Design and Media, a
further principle has been designed for modules (20 credit) at particular levels of study as follows:
Level 4 – not to exceed 4000 words, and no single piece over 2500
Level 5 - not to exceed 5000 words, and no single piece over 3000
Level 6 - not to exceed 6000 words, and no single piece over 3500
In all cases, these principles are guidelines only, and are most relevant to essay or report style
assignments. Some modules, for example, LM113 and GY273, use assessments such as reading logs,
which consist of a number of smaller pieces compiled throughout the duration of the module. Productionbased modules generally make less recourse to written assignments. These guidelines do not refer to
the dissertation, which is to a maximum of 12,000 in the case of GY390. Production-based dissertations
will combine a written critique with the final artefact.
Assessment criteria
The general examination and assessment regulations (GEAR) of the University of Brighton apply to this
course. In addition, the following course-specific regulations apply:
A copy of GEAR can be found using the following link or by contacting the school office:
https://staff.brighton.ac.uk/reg/acs/docs/GEAR%202014-2015.pdf
Learning Outcome
Assessment method
Module
Global and local processes of
environmental, economic, social
and political change and their
spatial outcomes
Report, essay, exam, portfolio,
reading log, blog entries, online
contributions, pitch, group
presentation
GY131, GY152,
LM113, LM131,
LM167, LM174,
GY250, GY256,
LM242, LM343
180
Place, power and inequality in
Essay, oral presentation,
GY257, LM222,
160
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Number of
credits
different contexts and at
different scales
reading reaction, exam
Everyday life, identity and
responsibility to local and
distant environments and
communities
Essay, portfolio, poster
presentation, exam, report,
case study presentation, online
contributions
The relationship between
media, culture and society in an
increasingly globalised world
Essay, portfolio, poster
presentation, exam, report,
online contributions, business
plan, proposal, pitch, blog
entries, case study
presentation, group
presentation, campaign
analysis, campaign
The production, consumption
and circulation of environmental
imagery, discourses and
narratives
Essay, portfolio, poster
presentation, exam, report,
online contributions, group
presentation
The nature and demands of
sustainable development as a
local and global agenda
Exam, report, essay, poster
presentation, portfolio, group
presentation
The application and evaluation
of a range of theoretical and
methodological approaches
found within environment and
media studies
Develop a reasoned and critical
argument through the
integration and interpretation of
primary and secondary
materials
Generate research questions
and to identify and use
appropriate methods in
reaching and reporting
conclusions
Essay, reading reaction,
portfolio, project brief,
dissertation project, business
plan, proposal, pitch
Essay, report, exam, reading
reaction, project brief, oral
presentation, portfolio,
dissertation project
LM277, GY336,
GY358, LM321,
LM333, GY360,
GY368
GY152, LM133,
LM167, LM174,
GY281, GY250,
LM278, LM277,
LM375, LM376,
LM333, GY358,
GY367
LM167, LM113,
LM118, LM130,
LM131, LM133,
LM174,GY152,
GY256, LM218,
LM222, LM277,
LM243, LM246,
LM278, GY361,
LM321, LM343,
LM344, LM375
GY131, GY152,
GY256, GY257,
LM113, LM222,
LM243, LM244,
LM276, LM333
GY131, GY152,
GY175, S527,
GY250, GY341,
LM333, LM343
LM113, LM130,
LM167, GY273,
GY390 or
LM391/392/395,
LM333
LM113, LM167,
GY152, GY170,
GY295, GY273,
GY390 or
LM391/392/395
Report, portfolio, project brief,
dissertation project, reading
reaction
GY273; GY295,
GY372, GY390 or
LM391/392/395
Critically evaluate evidence,
ideas and theoretical
standpoints within a breadth of
environmental and media
contexts
Report, portfolio, project brief,
dissertation project, reading
reaction, essay, business plan,
proposal, pitch, blog entries,
group presentation, campaign
analysis, campaign,
presentation, report
Understand the constructed
and dynamic nature of
environment and media
knowledge
Portfolio, essay, project brief,
dissertation project, reading
reaction, blog entries
Understand the processes of
knowledge generation in
environment and media
Portfolio, essay, project brief,
dissertation project, reading
reaction, exam, business plan,
LM113, LM130,
LM131, LM167,
LM222, LM243,
LM246, LM244
GY273, GY295,
GY390, LM333,
LM343, LM344
all modules but
especially,
LM131,GY273,
GY390, LM333,
LM343
GY152, LM113,
LM130, LM133,
LM174, LM245,
LM276, GY273;
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210
380
180
130
120
150
90
300
80
200
Identify an environmental or
media studies problem or issue,
to investigate it through an
appropriately planned,
designed and implemented
research project, and to present
the findings as a project report
using reasoned argument to
draw clear conclusions
Understand the basic
theoretical, philosophical and
methodological issues relating
to qualitative and quantitative
research
proposal, pitch, case study
presentation, online
contributions, report, production
plan, group presentation
GY390 or
LM391/392/395,
Report, oral presentation,
project brief, reading reaction,
dissertation project, portfolio
GY273, GY295,
GY390 or
LM391/392/395
80
Report, oral presentation,
project brief, reading reaction,
dissertation project, portfolio,
poster presentation
GY170, GY273,
GY390 or
LM391/392/395
70
Work safely, ethically,
effectively and in a professional
manner within studio,
laboratory, employment and
field contexts
Report, oral presentation,
essay, poster presentation,
creation of media artefacts,
portfolio, seminar participation,
project brief, dissertation
project, report, production plan,
pitch, campaign analysis,
campaign, group presentation
Contextualise theory with
practice and have a deeper
understanding of the relevance
of their study to environment
and media industries
Report, oral presentation,
essay, poster presentation,
creation of media artefacts,
portfolio, seminar participation,
project brief, dissertation
project, business plan,
proposal, pitch, case study
presentation, online
contributions, report, production
plan, group presentation,
campaign analysis, campaign
Think critically and
imaginatively, to read widely
and with understanding and to
communicate clearly in spoken
and written English
Collect, record, analyse and
present data of various forms
using appropriate analytical
techniques and technologies
Learn and study independently,
to reflect on that learning and to
plan time effectively
Work and communicate
effectively as part of a team
Essay, exam, reading reaction,
portfolio, dissertation project
Essay, exam, oral presentation,
project brief, dissertation
project, report, reading reaction
Essay, exam, oral presentation,
project brief, dissertation
project, report, poster
presentation, reading reaction,
production plan, pitch
Essay, exam, oral presentation,
report, project brief, reading
reaction, portfolio, online
participation, business plan,
proposal, pitch, group
presentation
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GY170, GY175,
LM115, LM116,
LM215, LM216,,
LM242, LM245,
LM246, LM278,
LM344, GY281,
GY273, GY295,
GY380, GY390 or
LM391/392/395
LM115, LM116,
LM130, LM133,
LM174,GY273,
GY281, LM215,
LM216, LM217,
LM242, LM243,
LM245, LM246,
LM276, LM343,
LM344, GY380,
GY390 or
LM391/392/395
all modules, but
especially GY152,
LM113, LM167,
GY390 or
LM391/392/395
GY170, GY152,
GY273, GY295,
GY390 or
LM391/392/395
300
380
100
130
LM113, GY131,
LM245, GY273,
GY281, GY380,
GY372, GY390 or
LM391/392/395
160
GY131, GY152,
GY175, GY273,
GY295, LM130,
LM167, LM242,
LM243, LM278,
LM343, LM344,
LM376, LM375
250
Use competently appropriate IT
software and packages to find,
explore, develop and present
images, text and numbers
Use appropriate techniques for
job-seeking and information
acquisition for life-long learning
Appreciate the broader
environmental and academic
contexts of their learning
Oral presentation, report,
essay, dissertation project,
online participation
GY170, LM115,
LM116, LM215,
LM216, GY390
or LM391/392/395
130
Reading reaction, project brief,
poster presentation, report
GY273, GY281,
GY372, GY380
50
Reading reaction, project brief,
poster presentation, report,
dissertation project
GY273, GY281,
GY390 or
LM391/392/395
70
The course contains some compulsory assessments not included in the breakdown provided on the KIS
because they cannot be directly linked to credit. For example a pass/fail skills test included in one of the
modules or as a course requirement. Full details of assessments within a module can be found on the
University’s VLE, StudentCentral.
SUPPORT AND INFORMATION
Institutional/ University
All students benefit from:
University induction week
Student Handbook: the University and you
Course Handbook
Extensive library facilities
Computer pool rooms (over 200 workstations (and a further 450 network
points for personal PCs in the library). All are linked to the University network
and SuperJANET services and have daily user support help desk.)
E-mail address
Welfare service
Personal academic tutor for advice and guidance
Access to individual meetings with Student Support and Guidance Tutor for
independent, non-academic advice and guidance
Course-specific
In addition, students on this course benefit from:
Handbooks and Guidance Notes





BA (Hons) Environment and Media Course Handbook
Geography and Geology Skills Handbook
Level 6 Project Handbook
Guidance Notes for Fieldwork and Laboratory Safety
Placement Guidelines
Academic and Administrative Support


Course Leader who monitors academic and personal progress of
students on the course
All students are allocated Personal Tutors for personal and academic
support

Student Support and Guidance Tutor (SSGT) service in both SET
and Arts and Media that provides confidential and non judgemental
support and advice to students across a range of academic,
personal, financial and other issues. Provides direct support through
informal drop in sessions and one-to-one meetings and guidance on
accessing further help.

Studentcentral that hosts supplementary learning resources in
support of modules as well as providing links to additional resources
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





School administrative support such as for module registration
Faculty and Division Placement Support officers
Students on placement receive several planned visits from a
designated Placement Tutor to support learning and progress in the
workplace
Library based Information Advisor who works with staff and students
to enable access to paper-based and electronic resources
School of Environment and Technology Computing Officer who
works with staff and students to enable access to, and use of,
Information Technology facilities
Two AV technicians
Specialist Facilities

School of Environment and Technology Computer Suites, containing
165 networked terminals running GIS (ArcGIS, ArcView 3.2) and
other software (AutoCad, Power Project, Oasis, Hevacomp. Other
software in the School include Adobe Photoshop CS2 9,
Dreamweaver, Matlab 2006, Microsoft Office, Pertmaster, Rhino
SP4, Solidworks.

School of Environment and Technology laboratories including in
public health and soils/water/air quality analysis depending on
module option choices










Two Digital Media Suites incorporating 20 iMacs and 20 PCs
Adobe Creative Suite 3 for image editing and website production
10 digital SLR cameras and associated tripods, lights and flashguns
Photographic Studio
Dedicated photographic teaching room
TV studio
11 Sony, 6 Canon XM2, 2 Sony VX200 TV cameras
2 sound kits with portable soundmixers, microphone and boom poles
1 lighting kit
45 editing stations and 3 individual editing bays
Education for Sustainable Development
The University of Brighton is committed to the principles of sustainable
development within its Sustainable Development policy and in the Strategic
Plan. One of four aims for this programme is ‘to support students to engage
actively with key aspects of global environmental change, sustainable and
community development to promote positive change’. Achieving this aim
encompasses knowledge, skills and affective outcomes and a variety of
learning and teaching scenarios. For example, students gain knowledge of
the key principles and debates surrounding sustainable development and
understand the wider, environmental, political, social and economic context
within which their knowledge will be applied. Students develop key
sustainability skills in critical thinking, participatory learning and creative
problem solving. Several core modules to the programme (e.g. GY131,
GY250, GY273, GY281, LM356) involve students explicitly in reflecting on
different values and interests in sustainable development and on learning
through practice and action.
Research-Informed Teaching
Page 14 of 23
This course is delivered by research-active academic staff, and specialist
aspects of the curriculum reflect the research interests of these staff. For
example, research methods taught in GY273 reflect those used in the
research of the staff who deliver the module. All final year option modules are
taught by staff who are actively engaged in research, publication and
production in their specific areas, and involving collaborations with
organisation including the V&A, the Joseph Rowntree Foundation,
Community Based Organisations,
the Environment Agency and the
European Union. This level of integration is particularly true for final year
projects, where students spend an extended period of time undertaking
research with a subject specialist, who is linked into a network of international
scholars with shared interests. Throughout the course, students develop
competencies enabling them to become independent researchers, with
specialist skills sessions scheduled to support their development. Teaching
and learning strategies for the course are developed in consultation with the
Higher Education Academy Subject Centres and often with support from
specialists in pedagogic research within the School and in the University’s
Centre for Learning and Teaching.
Page 15 of 23
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.
Study is undertaken at Levels 4, 5 and 6 of the national qualifications framework is divided
into modules and takes place over two semesters in each academic year. A 10 credit
module is defined as equivalent to 100 hours of learning with full-time students studying for
120 credits each year. The programme structure combines the study of 10 and 20 credit
modules through each level of the course. Level 6 also includes the core 40 credit research
project. A student must obtain 120 credits at each level before progressing to the
subsequent level. An optional Sandwich year (a minimum of 32 weeks of study) may be
undertaken between Levels 5 and 6 (Years 2 and 3 for full time study).
Part-time students follow the same progression pattern in being required to complete each
level before proceeding to the next. Part-time students may study a maximum of fifty credits
in a semester and are advised to maintain a minimum rate of twenty in each semester in
order to maintain a satisfactory rate of study.
Each level of the course combines core and optional modules with elements defined as
core declining in number with progression through the course. There are also opportunities
at Level 4 and 5 to study additional modules in European languages and at level 6 for
students to integrate options into their programme of study from allied social science
disciplines. At level 6, students of this programme maintain a balance of options drawn
from the media and environment areas.
Figure 1 shows the structure of the programme. At level 4, 100 credits of study are core
designed to provide students with a sound understanding of key concepts in Environment
and Media Studies and to develop the skills required for successful progression to Level 5.
Options at Level 4 enable students to develop practical skills such as in various media
production modules. At level 5, half of the programme comprises optional modules that
enable students to start to choose the particular areas of study that they wish to focus on
according to their individual aspirations.
Core modules develop the skills and
understanding that are identified as key outcomes for the programme; particularly in
research, in putting theory into practice in a community volunteering context, in engaging
with the concept and practices of sustainable development and in interrogating the linkages
between environment and media studies. The Course Leader and Personal Tutors will
advise students on appropriate module choices at Level 5 and how these link to the
progressive development of knowledge and skills and option choices for level 6.
Students are introduced to the optional placement year within the core module GY281.
Students can also draw on the substantial experience and networks of the Placements
Officers in both the Faculty of Science and Engineering and the Faculty of Arts for detailed
guidance.
At level 6, the core requirement of the programme is the 40 credit dissertation project.
Students are able to choose to register their work to EITHER the Independent Project
(GY390) OR one of the production based dissertation modules (LM391/2/5). All the
dissertation projects require students to engage in a significant research project and
demonstrate critical understanding of relevant literature for example. GY390 provides
space for students to select a research project from across the breadth of environment and
media studies according to their interests and progression through the course (and with
guidance of a tutor). The production based dissertation modules require students to also
demonstrate their ability to create and critically reflect upon the production of media
artefacts and would depend on a number of pre-requisite modules. Students are able to
choose optional modules according to their developing area of interest from a range of
available environment and media studies options (subject to pre-requisites). At least 40
credits must be drawn from both the media and environment area.
Page 16 of 23
The module structure of the course is shown below.
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)
Level
Modul
e code
Status
Module title
Credit
4
GY131
C
Global Environmental Issues and Management
20
4
GY152
C
Contemporary Human Geographies
20
4
LM167
C
Media, Culture and Change
20
4
LM113
C
Critical Approaches to Media
20
4
LM115
O
Video Production 1
20
4
LM116
O
Photographic Practice 1
20
4
LM118
O
Producing and consuming social media
20
4
LM130
O
Business, Creative Industries and
Innovation
20
4
LM131
O
Creative Industries and Promotional
Cultures
20
4
LM133
O
Understanding Audiences: Theory and
Context
20
4
LM166
O
Film Language and History
20
4
LM172
O
The soundtrack of media
20
4
LM174
C
Social Action & Community Media
20
5
GY281
C
Community Engagement: actioning sustainable
development
10
5
GY273
C
Research Methods and Methodologies
20
5
GY250
C
Sustainable Development
10
5
GY256
C
Critical Contemporary Geographies
10
5
LM244
O
Visual Media Culture
20
5
LM222
O
Language, Media and Power
20
5
LM215
O
Video Production 2
20
5
LM216
O
Photographic Practice 2
20
5
LM218
O
Social Media: Applications and debates
20
5
LM242
O
Digital Media Enterprise and Innovation
20
5
LM243
O
Brands and Branding
20
5
LM245
O
Media Project Management
20
5
LM246
O
Media and Public Relations
20
6
6
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 17 of 23
5
LM276
O
Journalism
20
5
LM277
O
Media Practices in everyday life
20
5
LM278
O
Community Media
20
5
LM285
O
Film Studies
20
5
LM286
O
Popular Music
20
5
LM288
O
Mobile Media Cultures
20
5
GY236
O
Climate Change
10
5
GY257
O
Geographies of Everyday Life
10
5
GY231
O
Environmental Conservation and Management
10
5
GY258
O
Contemporary Rural Geographies
10
5
GY259
O
Geographies of Development
10
5
GY235
O
Environmental Hazards
10
5
GY230
O
Environment and Spatial Planning
10
5
GY271
O
Geographical Information Systems 1
10
5
BE242
O
Renewable Energy
10
6
GY390
or
LM391
/LM392
/LM395
C
Independent Project OR
Production Based Dissertation ( Photography)/
Production Based Dissertation (Video group)/
Production Based Dissertation (Video individual)
40
6
GY358
O
Political Ecology
10
6
GY336
O
Air Quality Management
10
6
GY335
O
Environmental Assessment
10
6
GY339
O
Water and health
10
6
GY341
O
Waste Management
10
6
GY355
O
Medical Geographies
10
6
GY360
O
Geography of Genders, Sex and Sexualities
10
6
GY365
O
Geographies of Disability and Impairment
10
6
GY366
O
Geographies of Education
10
6
GY367
O
Landscape Geographies
10
6
GY368
O
Geographies of racism and security
10
6
GY372
O
Independent Study
10
6
GY375
O
Geographical Information Systems 2
10
6
GY380
O
Placement
10
6
LM319
O
Marketing
20
6
LM321
O
National and Global Media Studies
20
6
LM322
O
Media Policy
20
6
LM333
O
Mediating Science and Technology
20
6
LM340
O
Critical Approaches to the Video Game
20
6
LM341
O
Celebrity Media
20
6
LM342
O
Transmedia cultures
20
6
LM343
O
Sustainability and Innovation in Digital
Culture
20
6
LM344
O
Digital Media Marketing and Innovation
20
6
LM372
O
Critical Issues in Political Communication
20
6
LM375
O
Communication and Development
20
Page 18 of 23
6
LM385
O
Genre and Film
20
6
LM376
O
Community Project
20
6
SS626
O
Environmental politics and society
10
6
SS623
O
Transport, Mobility & Social exclusion
10
Page 19 of 23
AWARD AND CLASSIFICATION
Award type
Award* Title
Level
Eligibility for award
Total credits7
Minimum credits8
Classification of award
Ratio of marks9:
Class of award
Environment and Media
Studies
6
Total credit 360
Minimum credit at level of Level 6 and level 5
award 90
marks in ratio 75:25
Honours degree
Intermediate BA
Environment and Media
Studies
6
Total credit 300
Minimum credit at level of Level 6 and level 5
award 60
marks in ratio 75:25
degree
Intermediate DipHE
Environment and Media
Studies
5
Total credit 240
Minimum credit at level of Level 5 marks
award 90
Not applicable
Intermediate CertHE Environment and Media
Studies
4
Total credit 120
Minimum credit at level of Level 4 marks
award 90
Not applicable
Final
BA
(Hons)
*Foundation degrees only
Progression routes from award:
Award classifications
Mark/ band %
Foundation degree
Honours degree
Postgraduate10 degree (excludes
PGCE and BM BS)
70% - 100%
Distinction
First (1)
Distinction
60% - 69.99%
Merit
Upper second (2:1)
Merit
Lower second (2:2)
Pass
50% - 59.99%
40% - 49.99%
Pass
Third (3)
7
Total number of credits required to be eligible for the award.
Minimum number of credits required, at level of award, to be eligible for the award.
9
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.
10
Refers to taught provision: PG Cert, PG Dip, Masters.
8
Page 20 of 23
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
The course regulations are in accordance with the University's General
Examination and Assessment Regulations (available from the school office or
the Registry).
There is a course specific regulation that refers to progression. Students are
required to register for 120 credits shown as core modules to their
programme. Where students achieve additional credits, for example in
studying language modules, these may be substituted up to a maximum of 20
credits for the purposes of progression.
The Degree classification for Awards in the Sandwich mode students is
calculated using the following algorithm:
The credits from the placement module (GY380) and the appropriate
level 6 project module (GY390 or LM391/2/5) MUST be counted,
making 50 credits at level 6. The best 70 of the remaining credits
studied at level 6 will also be included, to make a total of 120 credits.
The credit-weighted average mark for this combination of modules
will contribute 75% of the marks towards the degree classification.
The credit-weighted average mark of the best 120 credits studied at
level 5 will contribute the remaining 25% of the marks towards the
degree classification.
Exceptions required by
PSRB
Page 21 of 23
Level 4
Sem 1
GY131
Global
Environmental
Issues and
Management
GY152
Contemporary
Human
Geographies
Sem 1
GY250
Sustainable
Development
Sem 2
GY256
Critical
Contemporary
Geographies
Sem 2
Level 5
LM167
Media, Culture and Change
Option in Media
(20 credits)
LM113
Critical Approaches to Media
LM174
Option in
Environment
(10 credits)
GY281
Community
Engagement:
theory into
practice
Option in Media
(20 credits)
Option in
Environment
(10 credits)
Option in
Environment
(10 credits)
GY273
Research
Methods and
Methodologies
Social Action & Community Media
Option in Media
(20 credits)
Placement year (optional)
Level 6
Sem 1
Sem 2
Dissertation project (40 credits)
GY390 or LM391/2/5
Option in
Environment
(10 credits)
Option in
Environment
(10 credits)
Option in Media
(20 credits)
Option in
Environment
(10 credits)
Option in
Environment
(10 credits)
Option in Media
(20 credits)
Figure 1: Structure of BA (Hons) Environment and Media Studies – Programme of Study
Page 22 of 23
Document template revised: 2010
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