Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study awarded by
The University of Sheffield
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Programme Title
Landscape Research
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Programme Code
LSCT106
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JACS Code
K310
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Level of Study
Postgraduate (M Level)
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Final Qualification
Master of Arts (MA)
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Intermediate Qualification(s)
Postgraduate Certificate (PG Cert), Postgraduate Diploma (PG Dip)
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Teaching Institution (if not Sheffield)
Not applicable
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Faculty
Architectural Studies
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Home Department
Landscape
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Other Department(s) involved in
teaching the programme
Department of Urban Studies and Planning;
Department of Geography;
Department of Sociological Studies
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Mode(s) of Attendance
Full-time
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Duration of the Programme
1 year
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Accrediting Professional or
Statutory Body
None
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Date of production/revision
March 2015
15. Background to the programme and subject area
The MA in Landscape Research provides high quality, in depth teaching designed to prepare students for further
academic research in the landscape field where the research has a strong social science emphasis. This training
has the potential to lead to research careers in landscape. Landscape research is increasingly driven by the policy
agenda. Its national and international importance has grown significantly in the last decade as environmental
concerns have assumed greater importance within national and European policy frameworks. The policy agenda is
frequently based on social science research and there is a need for high-quality graduates with a firm grounding in
social science methods to contribute to the developing landscape research and policy agendas. This programme is
designed to meet this need and to prepare participants for completion of a three-year research degree in a
landscape research topic.
Landscape is concerned with the relationship between people and place in both urban and rural environments, and
at all scales, from the smallest garden to the greatest wilderness. It underpins the profession of landscape
architecture, which embraces all aspects of the science, planning, design, creation and management of landscape.
It may be concerned with creating new landscapes, or with sustaining existing ones. The emphasis in the profession
is on promoting landscapes that are aesthetically pleasing, functionally appropriate and ecologically healthy, while at
the same time being able to accommodate the diverse and changing needs of society within an overall context of
sustainability. It is, therefore, a rich and diverse subject which is both interdisciplinary and multidisciplinary in nature,
and which draws on the traditions of both the arts and sciences. Research has a vital role to play in exploring the
complex concepts, theories and questions underlying the study of landscape and can involve science, social science
and arts and humanities paradigms.
The University of Sheffield established one of the earliest landscape programmes in the late 1960s and is now at the
forefront of Landscape education in the country, with an international reputation. It has the most diverse range of
landscape programmes in the UK and the largest student body, with its undergraduate and postgraduate
programmes together accommodating some 200 students. It has a reputation for excellence in both teaching (23/24
– equivalent to Excellent - in the last QAA subject review) and research (a rating of 5B in the 2001Research
Assessment Exercise).
Due to the social science emphasis of the MA in Landscape Research it draws substantially on the social science
foundation provided by the Department of Town and Regional Planning (also in the Faculty of Architectural Studies)
in its own MA in Planning Research and Theory. Several of the core modules are common across the two
programmes while the others, and some of the optional modules allow specialisation and focus on the application of
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the principles to the landscape field. The Department of Town and Regional Planning is exceptionally well placed to
provide a programme of this nature. It has established a strong reputation for excellence in teaching and research
and is the leading planning school in England, having achieved a grade of 23/24 in the 1997 Teaching Quality
Assessment and 5A in the Research Assessment Exercise in 2001. In the past few years, the Department has been
strengthening the teaching of research skills and postgraduate level in part to provide dedicated teaching for
students intending to proceed to doctoral research in the its research school.
Both the MA in Landscape Research, and the MA in Planning Research and Theory on which it is based, are
recognised as providing the research training year for students on the ESRC ‘1+3’ PhD program. It also functions as
a standalone training year for students wishing to progress to other funded PhD programmes with a social science
emphasis.
Features of the MA in Landscape Research include:
 A focus upon both qualitative and quantitative research methods and their application to problem solving within a
professional and academic environment
 An emphasis upon the development of study in depth through teaching of options and through submission of the
dissertation which forms the final piece of work that students undertake
 A variety of learning techniques, with seminars, workshops and projects playing an essential part in the teaching
and learning strategy
 Continuous assessment methods, conducted through an array of methods including written work, oral
presentations and group projects
 Opportunities to apply the general principles of social science research to contemporary issues in landscape
research through study of the range of research methods used in landscape and through a programme of
seminars and tutorials
Further information is available at the Departmental web site: http://www.shef.ac.uk/landscape
16. Programme aims
The overall teaching and learning aims of the Department of Landscape, which also reflect the mission and aims of
the University of Sheffield, are to:
1. achieve the highest standards of excellence in providing academic education and professional training in the
landscape field;
2. progressively develop competencies in a wide range of transferable and professional skills;
3. undertake teaching which is informed and invigorated by the research and professional activity of academic
staff;
4. educate able and well motivated students from a wide range of backgrounds;
5. support students in developing intellectual curiosity, and in exercising critical thinking and independent
judgement;
6. provide supportive environments for students and involve them in quality assurance.
More specifically the MA in Landscape Research aims to:
1. develop research skills and an understanding of the application of research in public policy making
particularly with respect to landscape research;
2. develop understanding of the range of issues in the contemporary landscape research;
3. develop an ability to critically reflect upon research issues and to understand the need for analytical rigour;
4. develop theoretical and practical awareness of the strengths and weaknesses of quantitative and qualitative
research methods;
5. develop specialised substantive and research knowledge in relation to a selected field of landscape
research;
6. develop a commitment to self learning and the development of life skills and to foster intellectual curiosity,
critical thinking and independent judgement.
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17. Programme learning outcomes
Students who successfully complete the programme will have developed the following areas of knowledge and
understanding and subject specific and transferable skills and other attributes:
Knowledge and understanding:
K1
Understanding of the values and ethical considerations that underpin planning policy and its implementation.
K2
Specialist substantive knowledge of contemporary issues in landscape research.
K3
Understanding of the relationship between the main approaches to social theory and research and their
influence on landscape research.
K4
Understanding of the value of research as applied to public policy making.
K5
Detailed understanding of the process of designing landscape research.
K6
Awareness of the strengths and weaknesses of quantitative and qualitative research methods and how they
might be applied to landscape research.
On graduation students achieving an award of Certificate will have developed knowledge and understanding of K1-4.
Students achieving an award of Diploma will have a more in-depth knowledge and understanding of K1-4 and
additionally will have knowledge of K5.
Skills and other attributes:
S1
An ability to identify problems to investigate in depth through the choice of module options and dissertation
topics
S2
An ability to develop a proposal for research which reflects an understanding of a problem, the context within
which that problem is set and appropriate methodologies for generating and analysing relevant data
S3
An ability to apply appropriate qualitative and quantitative research methods
S4
An ability to gain knowledge for themselves, to critically assess this knowledge and to relate this knowledge to
action
S5
An ability to communicate, particularly concerning research design and findings, through the development of
oral, written and graphic skills
S6
Skills in teamwork, including team leadership
In addition, candidates for MA will have developed
S7
An ability to plan, conduct and write an independent piece of primary research
On graduation students achieving an award of Certificate will have developed skills and ability in S1-4. Students
achieving an award of Diploma will have a more expertise in S1-4 and additionally will have expertise in S5 and S6.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning methods:
Lectures will be largely used for imparting essential knowledge (K1, K3 and K4) and, to a lesser extent, knowledge
of research design and methodology (K5 and K6) and the specialist knowledge taught in the auction modules in the
spring semester (K2). However, no module is taught solely through lectures.
Seminars are an important means of developing students' critical understanding of core issues in landscape
research and the links between them. Seminar groups containing small numbers of students provide an effective
environment for students to get involved in discussion of core issues and developing the ability to critique their own
and others’ research. They are particularly important in developing learning outcomes K1, K3-K6, and S5. Seminars
involving both internal and external researchers are crucial in developing insight into research methods and the
application (K2 and K6) and support students in developing their own proposals (S4). During the Spring Semester,
the specialised option modules are almost exclusively taught through seminars led by students, which are, therefore,
crucial to the achievement of learning outcomes K2, S5 and S6.
Workshops and practical sessions are also used for teaching, particularly of research methods and information
management, contributing to students acquire in both knowledge and skills (K5, K6, S4, S5 and S6). Project work
forms an important component of the information and communication skills teaching, contributing to both individual
and group skills (S5 and S6). Site visits may be made in connection with both core modules and option modules and
contribute particularly to the achievement of learning outcomes K1 and K2.
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Opportunities for independent study are provided in both semesters, providing an opportunity for students to
develop important skills in gaining knowledge under their own direction (S4). In the core modules there is
considerable flexibility for students to identify topics that particularly interest them students are free to choose
specialised study option modules in consultation with their dissertation supervisor and much of the work on these
modules is undertaken as independent study. The dissertation itself is a major piece of work that students must
conduct on their own initiative with guidance from supervisors, contributing to development of skills relevant to
learning outcomesS1-S5. The dissertation also provide students with the opportunity to increase and synthesise
their substantive knowledge, so contributing to learning outcomes K2, K5 and K6. Individual tutorials are used for the
supervision of the research proposal and the dissertation. These are critical to the development of students' ability to
identify an area of research, to develop such questions as a preliminary to developing a research strategy and to find
appropriate methodologies (K4-K6, S1 and S2)
Opportunities to demonstrate achievement of the programme learning outcomes are provided through the
following assessment methods:
The programme uses a wide variety of continuous assessment methods, organised as a structured mechanism by
which skills and knowledge are developed by students. The programme has been designed so that assessment is
required by different modules fit within the overall structure and progression of the programme. While assessments
are used to develop all key areas of understanding and skills, there is an expectation that students will also develop
and demonstrate some skills and understanding outside the formal assessment mechanisms, for example skills in
time management and self motivation as well itself development. These are not formally assessed but are discussed
in one-to-one personal tutorials with the student's supervisor.
Essays are used where there is a need to evaluate the student's comprehension of specific areas of knowledge and
philosophical elements of the programme (K1, K3 and K4). Essays also help to develop the student's ability to
communicate clearly through fluent writing and the construction of well-developed arguments (S4 and S5).
Oral presentation is seen as an important part of the assessment strategy. Students are required to present project
findings and recommendations to peers, outside professionals and members of staff, and such presentation is
assessed. Oral presentation particularly allows the assessment of the ability to communicate clearly and effectively
(S3). It is used throughout the programme as the means by which students present their work and report back to the
year or module group.
Graphic presentation will be used as a means of assessment to test the ability of students to communicate the
results of analysis and research and to make recommendations in a graphic form (S5). The use of this method in the
information and skills module involves group work departmental practice ensures that where there is a group output,
students are also required to produce an individual report, thus enabling the assessment of both
S4 and S6.
Presentation of numerical data and analysis will be used to evaluate the students' knowledge and skills in
different techniques of analysis (K6, S3 and S5). Much of this work will require the application of computer skills
which have been developed throughout the programme.
The dissertation is the culmination of the programme. While it does allow the expression of core and specialist
knowledge and skills to be demonstrated it is not intended as an overall assessment for the whole programme, but
rather to demonstrate particular understanding and skills. In particular the dissertation is a key expression of
specialist knowledge and skills (K2), understanding of the research process (K5 and K6) and the ability to plan and
conduct research (S7). Students taking the MA as the first stage in a PhD route we place the dissertation with a
detailed, dissertation length research proposal, which assesses the research design and specialist knowledge to a
greater depth than the dissertation, through a desk based review of literature and preparation of a research strategy
and methodology for doctoral research.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
External points of reference that have been used in developing the learning outcomes include the following:
Firstly the ESRC is placing ever increasing emphasis on the acquisition of generic skills and competences by
students in addition to the specialised skills and knowledge relevant to their subject. The Department received
recognition of its ‘1+3’ programme in the last recognition exercise and, while not receiving a quota of studentships,
has had success in the competitive round. Social science research plays an important part in the Department's
research activities, sitting alongside arts and humanities and science based research. The ESRC's most recent
Postgraduate Training Guidelines and the Joint Statement on Skills Training by the Research Councils and the
AHRB are important influences on the development and content of this MA programme.
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Secondly the need for all aspects of the landscape profession to be underpinned by high quality research and for
such research to contribute to policymaking. This requires the training of researchers with a high level of
competence in social science methods.
Thirdly account has been taken of the generic requirements of the Quality Assurance Agency for Masters level
education. The MA has been designed to ensure that students' learning is informed by leading-edge research and
provides the opportunity for them to make their own contribution and similar in an environment which encourages
creative and rigorous thinking.
Internal points of reference that have influenced the learning outcomes are:

the Department's commitment to furthering landscape research

the individual research and professional interests of members of academic staff;

student input to programme development through unit evaluation, end of programme reviews and discussion at
year group meetings and staff/student consultative meetings;
the Mission Statement of the University of Sheffield as set out in the current University Strategic Plan

http://www.sheffield.ac.uk/strategicplan and referred to in the programme aims;

the Learning and Teaching Strategy of the University of Sheffield.
20. Programme structure and regulations
The MA in Landscape Research provides a coherent and developmental programme with an increasing emphasis
on individual learning. All modules in the first semester are compulsory, as are the research methods modules in the
spring semester.
Students taking 60 credits will be eligible for a postgraduate certificate award. Students not permitted to proceed to
the dissertation (i.e. unsatisfactory progress) will be eligible for a postgraduate diploma award by gaining 120 credits
from core and optional modules during Semesters 1 and 2.
Detailed information about the structure of programmes, regulations concerning assessment and progression and
descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
Teaching and learning is developmental and there is an increasing emphasis upon student-centred learning as the
year progresses. The programme is structured so that understanding of core knowledge, research design and
theoretical context (K1-K4) as well as acquisition of core skills (S1, S4, S5 and S6) provides the rationale for the
autumn semester, while the spring semester and the summer period provide the opportunity to develop detailed
understanding of research methods (K6 and S3) and to pursue specialised study (K5, S2 and S7).
It is, however, important to note that while specific learning outcomes have been associated with different stages in
this process, the development of knowledge and skills is viewed as continuous and the different stages overlap to a
considerable degree. Students are therefore expected to continue developing both their core knowledge and their
skills throughout the programme. The teaching of research design and methods is tied to students' development of a
research proposal for their dissertation or PhD requiring them to think constructively about their own specialised
research from early in the autumn semester. This in turn leads onto further development of the students' own
research in the second semester and during the summer. This culminates in the preparation of the dissertation or,
for those continuing to PhD research, the detailed, dissertation-length research proposal which must be approved by
the Department's research committee before continuing with further research for a PhD.
22. Criteria for admission to the programme
Entry requires the equivalent of a good honours degree in a relevant subject. However the Department recognises
the value of experience and may accept applications from people who have been in practice, although bring other
relevant experience to their studies
Detailed information regarding admission to the programme is available at http://www.shef.ac.uk/prospective/
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23. Additional information
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can be
accessed via our Student Services web site at www.shef.ac.uk/ssid
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