1.
PROGRAMME INFORMATION
Programme Title
Department and Faculty
MA Cultural Heritage and Resource Management
Department of Archaeology
Faculty of Humanities and Social Sciences
Date of most recent (re)validation
March 2010
Date(s) when Programme Specification
revised
August 2015
Revalidation due date
Academic year 2015-16
Awarding Institution
University of Winchester
Teaching Institution (if different)
n/a
Programme also accredited by (if
relevant)
n/a
Title of Final Award
Title(s) of Exit Award(s)
MA Cultural Heritage and Resource Management
Postgraduate Diploma Cultural Heritage and Resource
Management
Postgraduate Certificate Cultural Heritage and Resource
Management
Language of Study
English
Mode(s) of Attendance
Full-time; part-time
Mode(s) of Delivery
Taught
Intake start date(s) and number of
intakes per year
September 2010
Normal Period of Study
1 year full-time; 2 years part-time
UCAS Code
n/a
QAA Subject Benchmarking Group
Archaeology
2.
one intake per year
ADMISSIONS AND ENTRY REQUIREMENTS
Prospective students should consult the latest prospectus and/or course pages online for
programme entry requirements.
Prospective students for Taught programmes should consult the Admissions Policy for Taught
Programmes. Prospective students for Professional Doctorate programmes should consult the
Postgraduate Research Programmes Admissions Policy. Both are available on the University’s public
webpage.
3.
EDUCATIONAL AIMS AND LEARNING OUTCOMES
3.1 The aims of the Programme are:
For Postgraduate Certificate, Postgraduate Diploma and MA
1. To confront students with new methodological and theoretical issues involved in the study
of the cultural heritage and resource management, giving them a firm foundation in the
subject. Although core examples from the UK heritage industry are used, these issues are
placed within a wider global context, and as such students will all have attained the capacity
to critique international issues and problems in cultural heritage and management.
2. To enhance understanding of and capacities in cultural heritage and resource management
for those pursuing careers elsewhere or taking the programme as a leisure pursuit, in
particular emphasising vocational and practical issues, such as budgetary and economic
needs, ethics and legislation with reference to a range of national and international
organisations working in the sector.
3. To gain a detailed understanding of the wide ranging and challenging applications of digital
media in the heritage industry and to understand the crucial role of learning in heritage
interpretation at all levels and among all types of consumer.
Additionally for Postgraduate Diploma and MA only
4. To enable students undertaking study at a more intellectually sophisticated and demanding
level than required on first degree courses, with a more specialised focus whilst relating such
aspects to wider perspectives and concerns, and thinking about designing a longer piece of
original written work which reflects the theoretical and vocational aspects of cultural
heritage management explored in the main taught modules.
Additionally for MA only
5. To provide a solid postgraduate basis for students wishing to progress on to research-based
higher degrees in cultural heritage and resource management and related areas such as
archaeology, history and geography.
6. To empower students in appropriate areas of research methodology, such as use of
Information Technology, project design, and in the professional presentation of their work.
7. To give students experience of working within a heritage-based industry environment,
applying vocational skills acquired through earlier modules in the course to the work place.
8. To give students a detailed and exhaustive grounding in theoretical approaches to cultural
heritage and resource management using case studies drawn from across the world and
using a wide range of theoretical approaches drawn from a range of cognate intellectual
traditions (archaeology, anthropology, geography etc.) thus emphasising a wide and multidisciplinary approach.
3.2 The Learning Outcomes of the Programme are:
To provide opportunities for students to develop and demonstrate knowledge and understanding,
skills, qualities and attributes in the following areas:

3.3.1 Knowledge and understanding
For Postgraduate Certificate, Postgraduate Diploma and MA
1. The nature of cultural heritage and resource management as a practical and
academic discipline, its changing assumptions, methods and definitions with
reference to key case studies, and the current concerns (ethics, funding etc.) of
professional heritage managers and archaeologists working on localities and regions
in the UK, Europe and across the world.
2. How cultural heritage (in its broadest sense) is studied and managed at local,
national and global levels, and the respective roles of evidence, interpretation,
engagement with the public and debate, and the different forms of international
approaches to management, ethics and legislation which are referenced, thus
forming a background to the vocational issues explored later on in the work
placement module.
Additionally for Postgraduate Diploma and MA only
3. Detailed knowledge and understanding of selected global and national themes and
Page 2 of 10
debates in the different areas of cultural heritage management with particular
emphasis on the development of different strategies for CHM across the world in
response to particular issues and problems.
4. The critical evaluation of our own approaches in the UK to cultural heritage and
resource management, and how these may be contextualised within wider global
debates, and how UK practice might benefit from cross-fertilisation of ideas.
5. The research and management methodologies used by professionals working in the
heritage management sector, and the industrial guidelines and codes of practice
(e.g. Museums Association; UNESCO) under which they work.
6. The capacity to apply these vocational methodologies and theories within an
industry framework i.e. placement.
Additionally for MA only
7. The capacity to apply these vocational methodologies and theories critically to
students’ own work, especially against the background of an extended piece of
original research writing (dissertation).

3.3.2 Intellectual and cognitive skills
For Postgraduate Certificate, Postgraduate Diploma and MA
1. Sensitivity to the range of factors that can influence cultural heritage interpretations
and the management of cultural resources.
2. Critical reading of advanced writings from a wide variety of cultural heritage
backgrounds and debates.
3. Conceptualisation and analysis of cultural heritage and management problems,
isolation of key issues, and strategies for their resolution.
4. Maximisation of the data extracted from a variety of sources via intensive scrutiny
and the application of alternative approaches.
Additionally for Postgraduate Diploma and MA only
5. Flexibility of approach to a range of problems, debates and issues.
6. Understanding and appreciation on their own terms of unfamiliar and alien points of
view, ideologies and beliefs.
7. Sophisticated self-reflection and analysis, and an ability to see ourselves and our
own work in context.

3.3.3 Skills and other attributes
For Postgraduate Certificate, Postgraduate Diploma and MA
1. Analysis of cultural heritage and its presentation, and approaches to a range of
practical and ethical problems;
2. Reasoned arguments supported by data in a variety of formats;
3. Critical assessment of the strengths, limitations, value, and orientation of a range of
primary sources, case studies and secondary literature.
Additionally for Postgraduate Diploma and MA only
4. A grounding in various skills appropriate to advanced research;
5. Self-critical control, informed by standards of the published material being used for
research;
6. Identification and location of primary and secondary source materials for an
individual research project.
7. Work place learning and awareness through an industry placement of current
industry standards and expectations.
Additionally for MA only
Page 3 of 10
8. Capacity to undertake and complete original work based on primary sources,
sometimes to a publishable standard.
Graduate employability is enhanced through
For Postgraduate Certificate, Postgraduate Diploma and MA
1. Confidence in the use and application of relevant IT applications and report writing
and presentations, and self- reflexive, critical learning and the ability for personal
improvement with constructive feedback.
2. An awareness of the value of multi-disciplinarity, i.e. using theoretical and practical
ideas gleaned from a range of cognate intellectual disciplines, and using a global
perspective gives an holistic and rounded approach to the subject rather than a
narrowly specific angle.
3. Improved communication and interpersonal skills on a wide range of levels.
Additionally for Postgraduate Diploma and MA only
4. Developed skill sets in data interpretation and writing for a range of audiences.
5. Enhanced employability within the heritage sector and in related areas.
A grid mapping the Modules to the Programme/Level Learning Outcomes is in Appendix 1
4.
PROGRAMME STRUCTURE, LEVELS, MODULES, CREDIT AND AWARDS
This section outlines the levels of study, modules and credits required for each programme (where
there is more than one) and for final and exit awards.
Full-time route
Module code and title
Credits
Core/Mandatory/
Optional
Comments
Level 7
AC7900
Cultural Heritage and
Research Management: An
Introduction
20
Core
Part-time, year one/semester one
RT7122
Research Methodology
20
Core
Part-time, year one/semester one
AC7901
Issues in Global Cultural
Heritage
20
Core
Part-time, year two/semester one
Exit award: PGCert
AC7903
Management in Heritage
Organisations
20
Core
Part-time. Year one/semester two
AC7904 Placement
20
Core
Part-time, year two/semester one
Mandatory
One optional module chosen from
the other level 7
archaeological/history/TRS
modules
Optional Module
20
Exit award: PGDip
Page 4 of 10
AC7902
Dissertation
60
Core
Normally completed during the
summer by FT students and either
in the summer of year 2 or during
a single semester of year 3 by PT
students
MA
Glossary
Core = modules must be taken and passed
Mandatory = modules must be taken but may be eligible for compensation
Optional = modules may be selected by students, subject to availability
5.
LEARNING, TEACHING AND ASSESSMENT
5.1
Means of delivery:
The Key Information Set (KIS) activity type is indicated in brackets.
The main method of teaching delivery remains the class-based lecture (KIS: lecture) supported by
seminar time for round-table discussion of specific pre-set problems (KIS: seminar) and questions
and by one-to-one tutorial time (KIS: tutorial). Field trips to selected sites, museums and work place
environments (KIS: external visits) are key to emphasising diversity of approach and materials of
study. Placements are a crucial part of the learning process, short industrial placements, working
within respected and well-known establishments, and which will contribute largely to meeting the
requirements laid down in strategic priority two of our LT and A strategy (KIS: placement). A number
of individuals and organisations, local, national and international, have already agreed to help
arrange and facilitate these important components of the programme.
In addition, reflexive learning is also encouraged and developed through the production of a
substantial piece of original written work which has been underpinned by a specifically-tailored
research skills course.
Personnel involved in the teaching of this course are drawn mainly, but not exclusively, from the
archaeology programme at Winchester and they bring in quality, research-informed and
collaborative teaching approaches. These staff are augmented by outside personnel, from the
heritage industry (e.g. museums, galleries, archaeological units who have worked in cultural heritage
and management locally, nationally and internationally. They bring a different set of teaching skills
to the course, and a number of individuals, from high-profile organisations, have already been
identified and approached to help.
Most of the modules contain specific resources available either in database form or online that aid
the learning and teaching experience. In many modules the use of electronic aids (in the form of GIS
or databases) is central, making large bodies of material that would otherwise be too unwieldy for
an MA programme, manageable within a module. All modules utilise the university’s Learning
Network to some extent, either for providing access to Powerpoints or podcasts, for instance, and
enhance the potential for maximising use of digital media resources.
Additional information, which complements this, is available via the Unistats ‘widget’ on the
University’s individual course pages (applicable only for undergraduate programmes).
5.2
Types of assessment employed:
The Key Information Set (KIS) activity type is indicated in brackets.
Traditional written essays, extended essays and dissertation are augmented by more reflexive types
of assessment such as diaries, or online blogs (delivered via the LN) which would record progress and
personal development during the placement module, for instance (KIS: written assignments). Critical
thinking is developed by an emphasis upon reviews of site presentation, guidebooks, websites etc
Page 5 of 10
(KIS: written assignments)., and presentational skills enhanced through the use of traditional oral
presentations using PowerPoint, either alone or in pairs, or using poster presentations, an
increasingly important feature of academic conferences (KIS: oral assessments and presentations).
More imaginative approaches may be evolved as the programme develops, such as role-playing
situations reflecting planning processes, judicial enquiries etc. for instance.
A grid detailing the assessments by module is provided in Appendix 2
The interests of students with protected characteristics will be taken into consideration and
reasonable adjustments to assessments will be made provided that these do not compromise
academic standards as expressed through the learning outcomes.
6.
QUALITY ASSURANCE AND ENHANCEMENT
6.1
Mechanisms for review and evaluation:
Quality assurance and enhancement at Module Level
Students provide feedback to module tutors through Module Evaluation Forms, reviews and other
responses. The tutor collates the evaluation forms and produces a response for discussion at
Programme Committee. The response identifies good practice and proposes remedies for any points
of concern. The response is made available to students at the next running of the module.
Quality assurance and enhancement at Programme Level
The Programme Committee evaluates the success of the programme, paying particular attention to
student feedback and student representatives. Minutes from the Programme Committee and the
External Examiners report will inform the Annual Programme Evaluation which is submitted for
approval to the Faculty Academic Development Committee. Issues for attention are identified and
included in the action plan for the following year.
Quality assurance and enhancement at Department Level
The Annual Programme Evaluation is submitted to the Department for discussion and to draw out
department objectives.
Quality assurance and enhancement at Faculty Level
The Annual Programme Evaluation is submitted to the Faculty Academic Development Committee
which has oversight of learning development in the Faculty, including via the Peer Observation of
Teaching.
Quality assurance and enhancement at University Level
The quality of the programme is monitored by an External Examiner appointed by the University’s
Senate Academic Development Committee. The External Examiner’s Report is distributed to the
Vice-Chancellor, First Deputy Vice-Chancellor, Director of Academic Quality and Development, the
Faculty Dean and Faculty Head of Quality. A summary of all external examiner reports is received at
Senate Academic Development Committee. An annual audit of Faculties is conducted by Senate
Academic Development Committee.
Quality assurance and enhancement for Staff
The quality of learning and teaching is supported by the Peer Observation of Teaching and Staff
Development, by Staff Development and Review, by attendance at conferences and curriculumfocused staff development, by external involvement such as external examining and by involvement
in research and knowledge exchange activities.
6.2 Indicators of Quality and Standards
External Examiner Report(s)
Annual Monitoring process
Page 6 of 10
Student feedback including the National Student Survey or Postgraduate Taught Experience Survey
Student representation at Faculty level and University level committees
Programme Revalidation
Higher Education Review
7.
THE REGULATORY & POLICY FRAMEWORK
7.1
The programme conforms fully with the University’s Academic Regulations for Taught
Programmes
7.2
No exemptions from the Academic Regulations are required.
7.3
External Professional Statutory Regulatory Body Accreditation
N/A
7.4
Engagement with UK Quality Code and Subject Benchmarks
Validation and Revalidation assure the University of the Programme’s continued engagement with
FHEQ and appropriate consideration of subject benchmarks. Between validations external examiners
assure the University that this engagement remains active and evident.
7.5
Engagement with Work Based Learning and Placements Approved Procedures
The Placement module is supervised by the PL, and is an important component of the degree course,
recognising that work-based learning is an important way of developing good skills for employability.
The PL is responsible for checking that the placement provider can provide a suitable placement
which meets the learning outcomes of the module; in addition the PL is responsible for checking H
and S requirements, mechanisms for student support and adaptations for students with disability or
learning difficulty. Planning for the Placement includes risk assessment, as well as a written
agreement between all parties. In all cases the University guidance notes are followed in the
planning and delivery of the placement module.
Page 7 of 10
Appendix 1
Grid mapping Modules to Programme/Level Learning Outcomes
Knowledge and understanding
For Postgraduate Certificate, Postgraduate Diploma and MA
1. The nature of cultural heritage and resource management as a practical and academic
discipline, its changing assumptions, methods and definitions with reference to key case
studies, and the current concerns (ethics, funding etc.) of professional heritage managers and
archaeologists working on localities and regions in the UK, Europe and across the world.
2. How cultural heritage (in its broadest sense) is studied and managed at local, national and
global levels, and the respective roles of evidence, interpretation, engagement with the public
and debate, and the different forms of international approaches to management, ethics and
legislation which are referenced, thus forming a background to the vocational issues explored
later on in the work placement module.
Additionally for Postgraduate Diploma and MA only
3. Detailed knowledge and understanding of selected global and national themes and debates in
the different areas of cultural heritage management with particular emphasis on the
development of different strategies for CHM across the world in response to particular issues
and problems.
4. The critical evaluation of our own approaches in the UK to cultural heritage and resource
management, and how these may be contextualised within wider global debates, and how UK
practice might benefit from cross-fertilisation of ideas.
5. The research and management methodologies used by professionals working in the heritage
management sector, and the industrial guidelines and codes of practice (e.g. Museums
Association; UNESCO) under which they work.
6. The capacity to apply these vocational methodologies and theories within an industry
framework i.e. placement.
Additionally for MA only
7. The capacity to apply these vocational methodologies and theories critically to students’ own
work, especially against the background of an extended piece of original research writing
(dissertation).
Intellectual and cognitive skills
For Postgraduate Certificate, Postgraduate Diploma and MA
8. Sensitivity to the range of factors that can influence cultural heritage interpretations and the
management of cultural resources.
9. Critical reading of advanced writings from a wide variety of cultural heritage backgrounds and
debates.
10. Conceptualisation and analysis of cultural heritage and management problems, isolation of
key issues, and strategies for their resolution.
11. Maximisation of the data extracted from a variety of sources via intensive scrutiny and the
application of alternative approaches.
Additionally for Postgraduate Diploma and MA only
12. Flexibility of approach to a range of problems, debates and issues.
13. Understanding and appreciation on their own terms of unfamiliar and alien points of view,
ideologies and beliefs.
14. Sophisticated self-reflection and analysis, and an ability to see ourselves and our own work in
context.
Skills and other attributes
For Postgraduate Certificate, Postgraduate Diploma and MA
9. Analysis of cultural heritage and its presentation, and approaches to a range of practical and
ethical problems;
10. Reasoned arguments supported by data in a variety of formats;
11. Critical assessment of the strengths, limitations, value, and orientation of a range of primary
sources, case studies and secondary literature.
Page 8 of 10
LO1
X
X
X
LO2
X
X
X
X
X
LO3
LO4
X
X
AC7902
Dissertation
AC7904
Placement
AC7903
Management in
Heritage
Organisations
AC7900
Cultural Heritage
and Resources
Management: An
Introduction
16.
RT7122
Research
methodology
15.
AC7901
Issues in global
cultural heritage
12.
13.
14.
Additionally for Postgraduate Diploma and MA only
A grounding in various skills appropriate to advanced research;
Self-critical control, informed by standards of the published material being used for research;
Identification and location of primary and secondary source materials for an individual
research project.
Work place learning and awareness through an industry placement of current industry
standards and expectations.
Additionally for MA only
Capacity to undertake and complete original work based on primary sources, sometimes to a
publishable standard.
X
X
LO5
X
X
LO6
X
LO7
X
X
LO8
X
LO9
X
LO10
X
LO11
LO12
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
LO13
X
X
LO14
X
X
LO15
X
LO16
X
X
Page 9 of 10
Appendix 2
Grid mapping Assessments
Each column should be headed by the name of assessment type, as defined by the Programme (not
KIS), eg blog, essay, portfolio.
Essay
Diaries
Online
blogs
presentation
AC7900
Cultural Heritage
and Resources
Management: An
Introduction
X
X
AC7901
Issues in global
cultural heritage
X
X
RT7122
Research
methodology
AC7903
Management in
Heritage
Organisations
X
dissertation
Report
X
X
X
AC7904 Placement
X
AC7902
Dissertation
X
Page 10 of 10