PROGRAMME SPECIFICATION
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AWARD and ROUTE TITLE
INTERMEDIATE AWARD TITLES
BSc (Hons) Environmental Conservation
BSc Environmental Conservation
Diploma in Environmental Conservation
Certificate in Environmental Studies
Foundation Degrees Only:
Title of associated honours
degree
Name of the Teaching Institution
Sheffield Hallam University
Faculty of Development and Society
Mode(s) of Attendance
(eg. FT/PT/SW/DL)
UCAS CODE
FT PT SW
D447
Professional/Statutory/Regulatory The Chartered Institution of Water and
Body Recognising this
Environmental Management
Programme
The Landscape Institute
QAA Subject Benchmark
Statement or other relevant
external reference point
Earth Sciences, Environmental Sciences and
Environmental Studies Benchmark Statement
2007
Date of Validation
April 2011
1
PROGRAMME AIMS
1.1 The overall aim of the Geography, Environment, Planning and Housing Programme (of
which BSc (Hons) Environmental Conservation is a part) is to enable students to
become reflective practitioners through the development of:
Critical, applied, academic and professional knowledge;
Key academic and employment skills;
Autonomy in learning;
Experience in inter-disciplinary exploration and inter-professional practice.
1.2 Within this broad remit the specific aims of this programme are to:
To provide a challenging, critical and interdisciplinary education in key environmental
disciplines including applied ecology, nature conservation assessment and
management and their relationship with society.
To stimulate the students’ awareness of the links and tensions between theory, policy
and practice and to support the development of their professional environmental
skills though activities that have strong links with practice.
To develop students’ transferable skills, both quantitative and qualitative, as
individuals and in teams, which will enhance the students' employability.
To develop the student’s academic and professional key skills and competencies
through practical fieldwork.
To develop students as reflective practitioners by encouraging critical thinking and
recognition of the significance of professional values and ethics.
To provide opportunities for the student to develop specialised study areas within the
environmental sector.
To widen student participation through appropriate recruitment, learning, teaching
and assessment practices.
2
PROGRAMME LEARNING OUTCOMES
2.1 Knowledge and understanding covered within the Programme. By the end of the
programme you will be able to:
Appreciate the theories, concepts and principles of ecology, biodiversity, Earth
science and landscape management as applied to the practice of nature
conservation and sustainable environmental management;
Identify and explain the scientific basis of environmental issues and concerns and
understand the principles and methods employed in their sustainable resolution
as relevant to the practice of nature conservation and environmental
management;
Contextualise the dynamic inter-relationship between environmental conservation
and other, related, disciplines.
Understand the legal, economic, political and social context of the environment in
which conservation professionals work and the theories of management as
applied to the environmental conservation sector.
Explore the ways in which concepts, expertise and techniques may be applied as
problem-solving strategies.
Evaluate the epistemology of research processes in environmental conservation.
2.2 Intellectual/Subject/Professional/Key skills covered within the Programme: by the end
of the programme you will be able to:
Plan, design and execute a piece of rigorous autonomous research, employing
conceptual and creative thinking in the field of environmental conservation.
Identify, access, select, synthesise and apply relevant authoritative information to
build environmental conservation-related knowledge.
Make and justify judgements by selecting, critically analysing and evaluating relevant
theories, policies, empirical evidence and experiences.
Identify complex problems, in both real-life and hypothetical situations, and select
and apply appropriate techniques to solve these problems.
Select and apply a range of verbal, written and graphic communication skills to
effectively present ideas, information and arguments in an appropriate manner to
a range of audiences likely to be met in the destination careers.
Identify objectives and own responsibilities in working with others, collaborating
effectively in teams and working in an interdisciplinary way.
Select and use appropriate technical skills for collection, analysis and interpretation
of data.
Reflect on and evaluate the values and ethics relating to academic debate, research
and professional practice in the environmental sector.
Reflect on and evaluate their own strengths and performance and plan for and
undertake actions in relation to their own continuing professional development
needs.
3
LEARNING, TEACHING AND ASSESSMENT
3.1 The approach to Learning and Teaching within the Programme
The programme aims to foster ‘deep learning’ using a variety of modes of teaching and learning
appropriate to the needs of students and the intended learning outcomes. This includes encouraging
the students to question and analyse issues, to apply and critically evaluate conceptual and
theoretical approaches, and to recognise that there may be no single, correct answer to a problem or
no single, absolute truth.
There is also a focus on developing student motivation, action learning, student self-reflection,
interaction with others and a well-structured knowledge base.
There is, therefore, a range of teaching and learning methods employed across the programme,
comprising conventional lectures and seminars, problem based learning centred on live projects to
relate academic study to professional practice, and a substantial element of student-centred
approaches, including workshops, presentations, field studies, with individual and group approaches.
Information technology and specialist software, such as Geographical Information Systems, are a
growing element of the programme, and are coupled with the use of the student intranet to support
learning and teaching. Guidance on private study, including recommended reading lists, will play an
important role in the students’ development.
At level 4 study, students are introduced to the nature of environmental change and political
processes and their interactions at both global and local scales. The key study skills are introduced to
develop an understanding of study techniques and encourage students to develop their interest,
understanding and expertise in learning. Students also take elective modules and this enables them
to begin to narrow their focus or to explore other related disciplinary areas. Students may choose to
study a foreign language at any level of their studies, as one of their electives.
At Level 5, core modules develop students' knowledge and understanding of research methods,
introducing strategies for surveying and evaluating. They also have a choice of study options in
specialist subject areas, again to allow for narrow or broader focus within the subject field.
At Level 6 students undertake a substantial research project, and other core modules focusing on
conservation management, analysis, assessment and their real-world applications. In addition,
students take a specialist option module from the wider programme.
The curriculum is balanced, coherent and progressive so that challenge and achievement are
gradually increased throughout the degree. At L5 and L6, students are encouraged to explore
methodological and epistemological issues more critically, and in more depth. Students are expected
to take a progressively more active role in their own learning and to undertake more sustained pieces
of work (such as the L5 Research methods module which requires students to prepare a research
proposal, and the Dissertation at L6 which is supported by regular tutorials). At L5 there is also more
emphasis on in-class and small group discussion, leading to student led presentations and
discussions at L6.
3.2 The approach to Assessment and Feedback within the Programme
The programme’s learning outcomes will be assessed in a variety of formats reflecting the range and
nature of the academic and professional challenges of the programme and its modules. All
assessment will be explicitly linked to the learning outcomes of the programme and the relevant
module.
The assessment formats will include essays, individual and group written reports, group oral
presentations, examinations, phase tests, laboratory work and peer assessment. The method(s)
selected for each module will be those judged to be the most appropriate for the subject material or
skills being assessed.
Each module will have its own assessment strategy clearly stated in the module handbook available
though Blackboard on the student intranet. The assessment will be both formative and summative
and reasons for these distinctions will be explained by the tutor.
The form, number and balance of assessments are monitored each year by the Course Committee,
the Award Boards and the External Examiner.
Formative assessment will take place as a continuous process as an aid to student learning.
4
PROGRAMME DESIGN AND STRUCTURE
BSc (Hons) Environmental Conservation has been designed to:
Conform to the QAA Benchmarks for environment courses;
Meet the educational and accreditation requirements of the Landscape Institute (LI);
Meet the accreditation requirements of the Chartered Institution of Water and
Environmental Management (CIWEM) by providing some of the requirements of the
professional CIWEM Member Competencies.
The programme develops the students’ awareness of and ability to embark upon a career in the field
of nature conservation or consultancy, by using a teaching, learning and assessment strategy that
relates to the knowledge and skills they will need as professional ecologists and environmental
managers. The programme also support the students’ capacity for reflection upon their own personal
development and their awareness of the agendas of others through a programme of critical,
evaluative and analytical academic study. Early stages of the programme concentrate on providing
the building blocks of later, more in-depth study, culminating in the students pursuing an independent,
specialised area of study at Level 6.
An option to undertake a year-long work placement is offered between L5 and L6. Students must
select the Professional Practice Placement elective at Level 5 if they wish to undertake a sandwich
year. The sandwich placement could include elements of work or study abroad as agreed with the
course leader.
BSc (Hons) Environmental Conservation
LEVEL 4
Environmental
Issues
(with Key
Skills)
Governments
and Markets
(with Key
Skills)
Life on Earth
Understanding
Landscapes
MANDATORY
MANDATORY
MANDATORY
MANDATORY
(20 cdts)
(20 cdts)
(20 cdts)
(20 cdts)
ELECTIVE
ELECTIVE
(20 cdts)
(20 cdts)
Level 4 Electives (all 20 credits)
Environmental Science
Introduction to Physical Geography (Fieldwork)
Introduction to Planning and Design
Language
LEVEL 5
Research
Methods
SEMESTER ONE
Wildlife and
Environmental
Landscape
Planning
Survey
MANDATORY
MANDATORY
MANDATORY
(20 cdts)
(20 cdts)
(20 cdts)
SEMESTER TWO
ELECTIVE
ELECTIVE
ELECTIVE
(20 cdts)
(20 cdts)
(20 cdts)
Level 5 Electives (all 20 credits)
Conservation Ecology
Environmental Education and Communication
Environmental Field Project (Fieldwork)
GIS
Professional Practice and Placement
Geographies of Sport, Leisure and Tourism
Language
PLACEMENT (optional)
36 Weeks Minimum
LEVEL 6
Dissertation
Conservation
Management
Environmental
Analysis
People and the
Natural
Environment
MANDATORY
MANDATORY
MANDATORY
MANDATORY
(40 cdts)
(20 cdts)
(20 cdts)
(20 cdts)
ELECTIVE
(20 cdts)
Level 6 Electives (all 20 credits)
Applied GIS
Atmospheric and Water Quality
Environmental Impact Assessment & Management Systems
Mediterranean Marine and Coastal Environments (Fieldwork)
Place, Culture and Design
Language
5
PROGRESSION/CAREER ROUTES
Possible progression or career routes after you have completed this programme
include
Progression to the MSc in Environmental Management suite of courses at SHU;
Progression to the MSc in GIS;
Progression to a research degree (MPhil, PhD);
Progression to membership of the Chartered Institution of Water and Environmental
Management and then to Chartered Environmentalist;
Progression to membership of The Landscape Institute and then to Chartered
Environmentalist;
Associate member of the Institute of Ecology and Environmental Management working
towards full membership after three years of relevant experience;
Career in environmental conservation in the public, voluntary, or private, consultancy
sector.
6
ENTRY REQUIREMENTS AND ENTRY PROFILE
6.1 Specific Entry Requirements for entry to the initial stage of this programme are

Academic Qualifications
(including A / AS level grades
and subjects, where
applicable)
GCSE Mathematics and English
language at grade C or above, plus
one of the following:
240 points from at least two
GCE/VCE A levels or BTEC
National qualifications.

Level of English language
capability

Any other specific,
formally certified qualifications

Previous relevant work or
work-related experience

Any specific articulation
arrangements recognised for
this programme

Professional qualifications

Any other specific entry
requirements
An IELTS average score of 6.0.
n/a
Non-standard students require at
least two years relevant current or
previous employment or
involvement in voluntary activity.
Non-standard entrants must show
a commitment to succeed.
n/a
n/a
n/a
6.2 APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc. required to
enable you to benefit from, and succeed on the programme of study are
An interest in pursuing academic study, perhaps for reasons of personal intellectual
development and/or in preparation for employment or further study;
A desire to examine and challenge the received wisdom about environmental
processes;
A willingness to work individually and in groups to explore the environment at a range
of scales from the local to the global;
A willingness to read the key texts and related materials extensively and in-depth.
A desire to engage directly in the study of particular environments through fieldwork.
6.3 The University will select non-standard entrants to the programme in the following
ways
Applications are welcomed from potential entrants over the age of 21 without formal entry
requirements and in these circumstances an interview is mandatory in order to confirm
suitability for the course (and see below for details of APL procedures).
6.4 Use of Prior Credit (APCL/APEL): prior certificated credit or prior experiential credit
may be used within the Programme in the following ways
Applicants may gain exemption from certain elements of the programme using relevant prior
certificated or prior experiential learning, subject to standard University approval procedures
(e.g. an applicant may apply for direct entry to L5 or L6 provided they have the necessary
prior credit from a relevant HND or Foundation Degree).
Disclaimer
Programme Specification produced by Douglas Fraser
Faculty
Development and Society
Division/Programme Area
Architecture and Planning Geography, Environment, Planning and
Housing Undergraduate Programme