09 UC/15 PGCertDIGI (revised)
UNIVERSITY OF CANTERBURY
Te Whare Wānanga o Waitaha
CUAP Proposal-New Qualification/Subject/Endorsement 2015
Section A
Proposal Description
Purpose of the proposal
To introduce a Postgraduate Certificate in Digital Humanities.
Justification
The University of Canterbury Digital Humanities Programme was first offered in 2013. The goal was to develop the
programme in concert with the development of the CEISMIC Digital Earthquake Archive, using the first two years to
establish courses and pedagogical principles, and reach an understanding of the needs of students and staff across the
new School of Humanities and Creative Arts and the wider College of Arts. This process has been a success: the UC
CEISMIC Archive is very strongly positioned as the data repository of choice for quake-related digital archiving in the
country, with relationships to over a dozen local and national agencies involved in activities ranging from cultural
heritage to geoscience and the infrastructure rebuild. It won the 2012 International Digital Humanities Prize as the Best
Project for Public Audiences. The CEISMIC programme office is becoming a key resource for staff and students working
in the digital arts, humanities and social sciences, as well as providing support for postgraduate research assistants and
individual student projects. At the same time as these services have been being developed, the Digital Humanities
Programme has developed a local, national and international presence, run a very successful ‘THATCamp’ (The
Humanities and Technology Camp), established a successful new 300-level course in Digital Literary Studies, altered
existing Honours courses to better serve both students and also other College of Arts programmes, and created a new
Honours course to offer an applied project option for students across all arts and humanities disciplines. The
programme has provided postgraduate supervision at Honours level to English and Art History students, at Masters level
to Mathematics and Statistics students, and at PhD level to Sociology and Media and Communications students.
The Programme is embarking on the next phase of its strategy, which aims to develop an undergraduate minor in
“Digital Arts, Social Sciences, and Humanities (DASH)”. (See separate CUAP proposal) This will mean the programme has
an offering of courses at undergraduate level, convened and coordinated by the programme coordinator, but delivered
through a variety of co-teaching and co-coding mechanisms. This proposal for a Postgraduate Certificate will advance
the discipline by creating a qualification at the postgraduate level that requires less than a full Honours load. In doing so
it will maximise the investment made in the development of existing Honours courses.
It has become clear that the Digital Humanities Programme can best serve its School, College, and the wider University if
it develops its own student cohort, but also, importantly, provides ‘outsourced’ services to other programmes in need of
digital expertise. Several programmes across the College of Arts are in the process of building digital research and
teaching capability, and they have expressed an interest in using staff from Digital Humanities rather than going through
the process of resourcing and hiring their own staff (even assuming resources or people with the correct skill-set could
be found). This can be achieved by the continued development of postgraduate options that can complement other
programmes in the College of Arts. There are significant opportunities to deepen existing collaborations with the core
Humanities subjects as well as Media and Communication, develop collaborations with Creative Arts, and explore the
potential for contributions to several other subject areas in the College. Exciting opportunities exist to contribute to
Maori and Indigenous Studies, helping that programme take advantage of opportunities for national and international
leadership in the area.
The proposed Postgraduate Certificate in Digital Humanities aligns with the University’s strategic plan. It meets the
challenge to develop curricula reflecting scholarship, societal need, digital literacy and virtual learning; it consolidates
and expands current expertise in the Digital Humanities Programme; it assists the College in ensuring that students
graduate with up to date digital skills required for many areas of employment and research.
The Postgraduate Certificate in Digital Humanities is also aligned with College and School plans, in particular:
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
The 2014 review of the Bachelor of Arts degree, which singled out the Digital Humanities and CEISMIC
programme for special commendation, noting that “[t]he Panel gained a sense of intellectual energy and
innovation from the staff involved in these programmes. The Panel hopes that they will be sustained and
nurtured, and allowed to develop without the constraints of premature domestication (e.g., by conversion in to
a major)”;

The College of Arts 2015 Operational Plan, which supports the development of digital capabilities in teaching
and research.
The Postgraduate Certificate in Digital Humanities will be based entirely on existing Honours courses already offered by
the Digital Humanities Programme. The Postgraduate Certificate will be attractive to a wide range of students - from
those wishing to add a postgraduate qualification to their BA, to those already in work and interested in increasing their
professional skills. The Postgraduate Certificate is well aligned with College and School plans related to: the 2014 review
of the Bachelor of Arts degree; strategic plans to engage in teaching and degree development; the development of
graduate pathways; the creation of value-add student experiences; the creation of overseas partnerships; the
enhancement of research capability.
In his keynote address to the National Digital Forum in 2014, new Te Papa CEO Rick Ellis talked about the need for
‘digital entrepreneurship’ from New Zealand’s cultural heritage sector. The Postgraduate Certificate in Digital
Humanities is designed to fulfil this need. The Postgraduate Certificate reflects similar postgraduate qualifications in the
United States and Canada.

Graduate Certificate Program in Digital Humanities, University of Nebraska-Lincoln
(http://www.unl.edu/dhcert/);

Graduate Certificate in Digital Humanities, University of Victoria
(http://english.uvic.ca/graduate/digital_humanities.html);

Graduate Certificate in Digital Humanities, Michigan State University
(http://dh.cal.msu.edu/index.php/curriculum/graduate-specialization/);

Graduate Certificate in Digital Humanities, Stanford University
(http://cesta.stanford.edu/2014/05/14/dh-certificate/).
UC Digital Humanities Programme staff contribute to History, Art History, Philosophy, and English courses (to varying
degrees) at the University of Canterbury and the Programme is becoming an important hub for the development of
capability in the digital arts and humanities nationally. Paul Millar and James Smithies were keynote speakers at Otago
University’s workshop on Digital Humanities in 2014, and colleagues at Massey University have also sought informal
advice. The Programme has a long-standing relationship with colleagues at Victoria University of Wellington. Our goal is
to facilitate the development of digital arts and humanities at all New Zealand universities. The Postgraduate Certificate
in Digital Humanities will offer another example to universities interested in developing their capacity in the area.
It should also be noted that Dr Smithies is an adjunct fellow at the University of Western Sydney Digital Humanities
Group. In addition to being on the Board of New Zealand’s National Digital Forum and contributing to National eScience
Infrastructure (NeSI) conference programme committees, he is a member of the Executive Committee of the
Australasian Association of Digital Humanities, the International Executive Council of the global CentreNet initiative
(http://www.dhcenternet.org/), the Conference Coordinating Committee of the international Alliance for Digital
Humanities Organisations (http://adho.org/), and has contributed to two programme committees for the major global
digital humanities conference, being held this year in Sydney. In addition to teaching Digital Humanities and cosupervising postgraduate theses in social sciences and Mathematics and Statistics, he contributes to undergraduate
courses in Philosophy and English and provides guest lectures in Honours programmes in Art History, History and
English.
Qualification
This qualification meets the CUAP requirements for a ‘Postgraduate Certificate’:

It is an Level 8 qualification only open to applicants with an undergraduate degree in Arts or an associated area;

It is a 60 point qualification;

It is designed to extend and deepen the student’s knowledge and skills in the field of digital scholarship;
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
Graduates will be able to show evidence of advanced knowledge and skills in the field of digital arts and
humanities.
Acceptability of the programme and consultation
The wider UC Digital Humanities Programme has been presented to digital humanities conferences in Australia and the
United States, and is a founding member of the Praxis Network (http://praxis-network.org/), a group developed by
scholars at Duke University, Michigan State University, University College London, University of Virginia, Brock
University, Hope College, Graduate Center CUNY, and the University of Canterbury, to showcase innovative and best
practices in digital humanities education. It was recently presented to the New Zealand National Digital Forum (NDF)
conference in Wellington (November 2014), an audience comprised of staff involved in digital initiatives in galleries,
libraries, archives, and museums. A Memorandum of Understanding is being developed with the Digital Humanities
Group at the University of Western Sydney that involves the possibility of co-teaching and course-sharing initiatives.
Further conversations are underway with digital humanities initiatives at the University of Leipzig and University College
Cork. Conversations are underway with the Digital Humanities Summer Institute (DHSI) at the University of Victoria,
Canada - the global leader in digital humanities training - about the possibility of coordinating teaching delivery.
The proposals to introduce a minor in Digital Arts, Social Sciences, and Humanities (DASH) and a postgraduate certificate
in ‘Digital Humanities’ have received a very positive response from stakeholders in industry and community
organizations interested in employing arts and humanities graduates with practical digital skills. The two initiatives are
specifically designed to fulfil this need. Chair of the National Digital Forum and Web Team Manager at the Ministry for
Culture and Heritage, Matthew Oliver, noted that:
Much of the work undertaken in the cultural heritage sector at the moment requires at the very least an
understanding of technology by people engaged with the content and an understanding of content by those
involved in the technology. People with skills in both areas are increasingly in high demand and are helping
reimagine our history.
As a Board member of the National Digital Forum (New Zealand’s primary forum related to digital cultural heritage,
supported by all the major cultural heritage institutions) Senior Lecturer in Digital Humanities James Smithies is in a
good position to understand the requirements of relevant professional, industry and community organisations. In
addition to receiving emails from professionals enquiring about the availability of postgraduate degrees, he has received
positive feedback following a talk at the National Digital Forum conference in November 2014, where the new
qualification was described. Michael Lascarides, Manager, New Zealand National Library Online (formerly New York
Public Library) noted on Twitter that the initiative was a “Great idea”, and was supported in that by Tim Sherratt,
Manager, Trove, National Library of Australia. Tom Scheinfeldt, Associate Professor in the Departments of Digital Media
& Design and History and Director of Digital Humanities in the Digital Media Center at the University of Connecticut,
noted the proposal was “extremely exciting” and he liked “the emphasis on connecting with indigenous community
needs).
Positive verbal feedback has been received from the College of Arts Academic Management Committee, and Faculty.
Following submission to the College of Arts Academic Management Committee (AMC), consultation has been
undertaken with:
International Notifications:

Paul Arthur, Professor of Digital Humanities at the University of Western Sydney Digital Humanities Group,
Katherine Bode, Head and Senior Lecturer, Literary and Textual Studies, Digital Humanities Hub, Australian
National University, Bethany Nowviskie, Director, Digital Research & Scholarship, University of Virginia Scholars
Lab, Tom Scheinfeldt, Associate Professor of Digital Media and Design and Director of Digital Humanities in the
Digital Media Center, University of Connecticut and Uta Kremer, International Outreach, University of Leipzig
Digital Humanities.
New Zealand Notifications:

Matthew Oliver, Chair, National Digital Forum, Sydney Shep, Senior Lecturer, School of Information
Management, Victoria University of Wellington, Stuart Charters, Head of Department of Informatics and
Enabling Technologies, Lincoln University.
University of Canterbury Notifications:
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
CoA Heads of School, Dean of Postgraduate Research, Undergraduate Dean, College of Arts, Prof. Tanja
Mitrovic, Head of Department, Computer Science and Software Engineering Department, Assoc. Prof. Tim Bell,
Deputy Head of Department, Computer Science and Software Engineering Department, Prof. Mark Billinghurst,
Director, HIT Lab NZ, Assoc. Prof. Annette Mills, Department of Accounting and Information Systems, Assoc.
Prof. Te Maire Tau, Director, Ngai Tahu Research Centre, Alison McIntyre, Academic Liaison Manager, UC
Library, Rachel Wright, Manager, UC Innovators and Stephen Hardman, College of Arts Internship Coordinator /
International.
Treaty of Waitangi
In defining the role the Postgraduate Certificate in Digital Humanities will play in developing students who are aware of
and understand the nature of bi-culturalism in Aotearoa New Zealand and its relevance to their studies, we have sought
advice from the office of the DVC Maori, and from Kaiārahi Māori Lynne-Harata Te Aika. We have also looked closely at
the role Digital Arts, Social Sciences, and Humanities can play in developing projects for indigenous and first nations
peoples.
We aim to continue to develop a strong relationship with the Ngāi Tahu Research Centre, which was a founding member
of the CEISMIC Canterbury Earthquake Digital Archive consortium. We would like to build on this relationship by giving
graduates exposure to Ngāi Tahu that can be built on in the future through either working with them as interns, or
assisting with joint archival digitisation projects. The expectation is that a close working relationship would be a positive
experience for the students and some mahi and/or thinking on some of our digitisation projects would develop in the
future. We will look at using internships and field trips to develop and strengthen these connections.
Following Kaiārahi Māori Lynne-Harata Te Aika’s advice to create modules that develop bicultural themes and
understanding for all students; examining and documenting Maori themes and knowledge, as well as encouraging Maori
students to express their language, culture and identity, we will begin by exposing students to a range of indigenous
digital humanities projects such as:

the “Mukhayyam al-sumud al-usturi tal al-Za`tar” project for survivors and descendants of the 1976 siege and
destruction of the Tal al-Za`tar refugee camp in Beirut;

Australia’s Western Arnhem Plateau Project documenting the social and environmental history on the western
Arnhem Land Plateau in the Northern Territory;

Australia’s Bidwern project contributing to the technical development of the National Recording Project for
Indigenous Performance in Australia (NRPIPA);

and the AUSTLANG online Aboriginal and Torres Strait Islander languages database.
Such practical examples will inform a module teaching about current trends in the digitization of indigenous heritage
materials, explaining the relevance of projects internationally that seek to enlist tribal communities in co-curation of
their source materials, and detail the challenges currently faced by tribal museums, archives and libraries who want to
conduct their own independent digitization projects. There will also be scope to examine ways in which technology can
challenge embedded colonial assumptions by extending learning experiences beyond traditional teaching structures.
Further opportunities will then exist to show how evolving social media leads to the development of new forms of social
activism and assertions of identity, and how the use of computational approaches can help generate new
understandings of the formation of the bicultural nation, using technology to create a bicultural digital discourse for
Aotearoa/New Zealand.
Ultimately Maori and non-Maori students will be encouraged to develop practical projects to explore ways to
disseminate their findings to a wider audience, and unlock relevant archives and records using digital tools, just as Dr
Christopher Thomson of the Digital Humanities programme is currently doing by Digitizing Kōmako—an annotated
bibliography of writing by Māori in English, compiled and edited by Dr Bridget Underhill.
Pasifika Content and Collaboration
The Digital Humanities programme is developing strong links with Professor Steven Ratuva, Director, Macmillan Brown
Centre for Pacific Studies particularly around offering advice and support to meet key objectives in the Centre’s ‘Plan for
Strategic Growth’ relating to online publishing, creating an online community stories database, electronic publication of
books and research, and online exhibitions. Wherever appropriate the skills to achieve such outcomes will be worked
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into the training the Postgraduate Certificate in Digital Humanities can offer Pasifika students, and students working on
Pasifika themed projects.
As well, in developing the postgraduate certificate we have thought seriously about the intention in the university’s
Pasifika Strategy to create “a diverse campus community…[with an] online learning environment [that] will be culturally
inclusive, responsive and enriching”. We believe that offering digital training to Pasifika students, and developing
Pasifika-themed digital resources, will help develop diversity and advance Pasifika strategies for communicating culture.
Goals of the programme
In purely practical terms the goal is to develop a cohort of students who are aware of the range of digital tools and
methods available to arts and humanities students, and the opportunities offered by the wider digital humanities field.
This is secondary, however, to respond to changing market and workforce demands, and the need to ensure prospective
postgraduate students have the skills required to undertake advanced research in technical topics in the arts and
humanities. The goal is to ensure core Arts disciplines retain continuity with their tradition, while offering students the
opportunity to augment their degree with digital options. Students will continue to major in traditional Arts disciplines,
such as History, English, Classics, but will be able to add the Postgraduate Certificate in Digital Humanities to their
degree to ensure they have hands-on experience with digital tools, are prepared for advanced research in arts and
humanities subjects, and can demonstrate to employers the value of their degree. We believe this ‘protects’ the core
arts and humanities disciplines from the ever-changing cycle of digital tools and methods, while offering students the
experience and skills they need for the modern world.
Outcome statement
Graduates from the Postgraduate Certificate in Digital Humanities will have a blend of traditional humanities-related
skills and 21st Century applied ones. They will have an understanding of the moral and ethical issues surrounding
technologies and the digital world, the ability to write clear, concise prose, and an understanding of the technical
constraints imposed by information systems. They will be comfortable using and critically assessing a range of
technologies, and the ability to apply those skills to new technologies as they encounter them. This will make them well
suited to work in all new media and digital industries, but especially ones requiring a blend of analytical and technical
skills. Graduates would be suitable for work in research, relationship management, business analysis and project
management in the cultural heritage sector, digital archiving, and the creative sectors. They will be particularly suited to
policy analysis positions related to technology and culture, and any position that requires communication across
technical and non-technical teams.
University graduate characteristics and Qualification graduate profile
The Postgraduate Certificate in Digital Humanities strongly reflects the new University graduate profile. The programme
is designed to enhance the employability of graduates, and to offer them options in a global employment marketplace.
The goal is to get ‘ahead of the curve’ in undergraduate education by blending arts, humanities, and technology-related
disciplines. This will create students who are confident in their abilities and capable of engaging in entrepreneurial
activities, either as initiators or start-up team-members. The framework being put in place invites participation from
Ngāi Tahu and facilitates exploration of the relationship between the digital and indigenous worlds. Connections with
the UC CEISMIC Digital Archive, College of Arts Internship Programme, and Macmillan Brown Library offer a range of
opportunities for community outreach and well-being. Postgraduate Certificate of Digital Humanities graduates will fill a
gap in the market for people with a blend of traditional and applied knowledge industry skills.
Graduates with a Postgraduate Certificate in Digital Humanities will be:

confident with the range of digital tools and methods available for arts and humanities research;

confident with the range of digital tools and methods available for arts and humanities teaching;

confident with the potential and limitations of digital tools and methods used in the arts and cultural heritage
sectors;

competent using a range of digital tools and methods;

comfortable exploring a wide range of digital tools and methods;

aware of software development best practices for the arts and cultural heritage sectors, and able to apply them
to arts and cultural heritage projects;
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
aware of project management best practices for the arts and cultural heritage sectors, and able to apply them
to arts and cultural heritage projects.
They will also develop skills (or further develop them from foundations developed at undergraduate level) including:

the ability to produce clear, concise analyses of technologically-oriented topics;

an ability to contribute innovative perspectives to society and the workplace, as well as working within
established norms;

the ability to critically analyse digital content to assess its quality and social value;

the ability to interact with a range of technical and non-technical people, and aid communication between
those people;

an awareness of the difference between theoretical and applied knowledge, while being comfortable with both;

an awareness of the position of digital culture in society, and the role of new media.
Core Skills

confidence with the range of digital tools and
methods available for arts and humanities
research;
DIGI 401, DIGI 403.

confidence with the range of digital tools and
methods available for arts and humanities
teaching;
DIGI 401, DIGI 403.

confidence with the potential and limitations of
digital tools and methods used for research and
teaching in the arts and cultural heritage sectors;
DIGI 401, DIGI 403, DIGI 480.

competent using a range of digital tools and
methods;
DIGI 401, DIGI 403.

comfortable exploring a wide range of digital tools
and methods;
DIGI 401, DIGI 403.

awareness of software development best practices DIGI 401, DIGI 403.
for the arts and cultural heritage sectors, and able
to apply them to arts and cultural heritage
projects;

awareness of project management best practices
for the arts and cultural heritage sectors, and able
to apply them to arts and cultural heritage
projects.
DIGI 401, DIGI 403.
Augmented Skills

the ability to produce clear, concise analyses of
technologically-oriented topics;
DIGI 401, DIGI 403, DIGI 480, DIGI 402.

an ability to contribute innovative perspectives to
society and the workplace, as well as working
within established norms;
DIGI 401, DIGI 402, DIGI 403, DIGI 480.

the ability to critically analyse digital content to
assess its quality and social value;
DIGI 401, DIGI 402, DIGI 403, DIGI 480.

the ability to interact with a range of technical and
non-technical people, and aid communication
between those people;
DIGI 401, DIGI 403, ARTS 495.
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
an awareness of the difference between
theoretical and applied knowledge, while being
comfortable with both;
DIGI 401, DIGI 403, ARTS 495.

an awareness of the position of digital culture in
society, and the role of new media.
DIGI 402, DIGI 480.
Programme overview
Students will take two 30-point “DIGI” Honours courses convened by the Digital Humanities Programme, with the
option of swapping one for a digitally-oriented ARTS 495: Internship course.
Compulsory Course
DIGI 401: Digital Methods. This course provides a foundation in digital methods for the arts and humanities. The course
introduces digital methods used in a variety of disciplines, and is recommended to students interested in digital culture,
history, classics, literature, art, art history, and philosophy. Students are offered overviews of a broad range of digital
practices and techniques, with a focus on reading, writing, and discussion. Applied assessment options are available for
students with technical interests.
Optional Courses
DIGI 402: The Digital Modern: Humanities and New Media. This courses challenges students to apply humanistic
methods to the burgeoning field of New Media and digital technologies. It explains the underlying technologies and
business processes that power contemporary digital culture, and provides introductory overviews of subjects as varied
as cybernetics, network theory, digital hyper-reality, social media, knowledge economies, piracy and the ethics of closed
and open systems. While placing an emphasis on the engineered nature of new media, the course doesn't teach
programming, instead focusing on history, criticism and critique.
DIGI 403: Digital Project. An applied course designed to help students develop their own digital projects. No technical
background is required. Students will acquire valuable transferable skills, learn how to apply digital tools and methods
to research questions, and understand how scholarly knowledge can be delivered through digital channels.
DIGI 480: Research Essay. Students taking Digital Humanities Research Essay produce a single 10,000 word essay. The
course requires scholarly research, engagement with broader humanities discourse(s), and high bibliographic standards.
Focus is on the development of critical and analytical skills that will enable students to move on to Masters and Doctoral
studies. Students will be taught how to write about technical subjects in an informed manner, and produce critiques of
new media and digital culture. Co-supervision will be organised where appropriate. When available, students will be
encouraged to pursue internship and work experience opportunities relevant to their area of study after completion.
ARTS 495: Internship. A professional internship placement, with a digital focus. Subject to availability of a suitable
placement.
Proposed teaching/delivery methods
Because it is based on existing Honours courses the Postgraduate Certificate reflects teaching/delivery methods offered
in those courses. It will use a range of teaching methods including lectures, seminars, tutorials, and practical
laboratories. Students will undertake applied projects.
Prescriptions for courses
There are no new courses.
Assessment and moderation procedures
Traditional essays will be used to build and assess students’ critical, analytical and written skills. Additional assessment
will use a broad range of assessment techniques, including blog posts, Wikipedia entries, forums, essays, response
papers, and in-class tests. Hands-on tutorials will be accompanied by written response papers relating the experience to
scholarly topics in the arts and humanities.
Resources
No additional staff are required. The goal is to convene courses from the Digital Humanities Programme, but co-teach
across both the College and campus.
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The Digital Humanities Programme has gathered a range of resources. A multi-site Wordpress install will be used for
class blogs, a proposed multi-site Omeka install will be used for web archiving projects, an Ubuntu Linux virtual machine
with a range of tools is available for a variety of uses, and Raspberry PI computers will be used for associated tutorials.
Free online services will be used where appropriate.
The Library has been developing resources in support of the Digital Humanities Programme since its inception in 2012.
Many more resources are available through the global digital humanities community free of charge.
A working relationship exists with the College of Arts Internship Programme for placement of interested students into
workplaces as part of that programme.
UC has particular strengths in digital humanities, the history and philosophy of computing, high performance
computing, and augmented reality.
The UC CEISMIC Digital Archive Programme Office, already established with 2 dual-boot Apple – Windows computers,
can be used if demand requires it. Normal lecture and tutorial rooms will be used for other teaching.
Plans for monitoring programme quality

The programme will conduct an internal review of all course offerings and results annually, focussing on
learning outcomes.

Students will evaluate all classes, teaching and supervision through the STU survey. They may also submit their
own recommendations and responses through the Class Rep or directly to teaching staff at regular staff /
student Liaison meetings.

Peer review of course offerings and student work by fully qualified External Moderators from humanities and
(where appropriate) computer science programmes.

Mentoring: regular meetings with the Head of the School of Humanities and Creative Arts and senior academics
in the School of Humanities.
Review of the programme

Full programme review in 3 years.

Graduating year review.

5 yearly programme review.
Statement re Section B
Section B has been completed and is available on request.
For New Qualifications – TEC/NZQA/UNZ Requirements
EFTS value of qualification: 0.5 EFTS
NZSCED code
090399
NZQA exit level of qualification to go on the New Zealand Qualifications Framework: NZQF Level 8
Statement regarding funding: This qualification meets the criteria to be fully funded at the postgraduate level.
Memorandum of understanding: na
Duration of the Qualification-NZQF requirement
Minimum number of points to complete the qualification
60 points
Vacation/recess weeks: 3
Work experience/placement hours per week: N/A
Tuition/teaching (full-time equivalent) weeks (including exam and study weeks) 30 weeks
Teaching hours per week Variable
Self-directed learning hours per week Variable
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Calendar Form
New Qualification Regulations
UC Calendar 2014 Page 209
INSERT after the Degree of Master of Te Reo Maori (MTeReo):
Postgraduate Certificate in Digital Humanities
See also General Course and Examination Regulations.
1. Admission to the Postgraduate Certificate in Digital Humanities
To be admitted to this Postgraduate Certificate a student must have:
(i)
(ii)
Either qualified for a Bachelor of Arts degree at any New Zealand tertiary institution;
Or been admitted ad eundem statum as the holder of such a degree;
Or have qualified for another degree and completed a Graduate Diploma in Arts;
Been approved as a candidate for the Postgraduate Certificate by the Dean of Arts.
2. Requirements of the Postgraduate Certificate
To qualify for the Postgraduate Certificate in Digital Humanities a student must pass courses having a value of
60 points, including:
(a)
(b)
DIGI 401;
30 points from DIGI 402, DIGI 403, DIGI 480 or ARTS 495.
Students who wish to credit ARTS 495 to the Postgraduate Certificate must seek the approval of the Head of
School before commencing the Internship.
4. Time Limits
The Postgraduate Certificate will normally be studied over one semester. Students who wish to study part-time
must complete the Postgraduate Certificate within twelve months of enrolment.
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