LOUGHBOROUGH UNIVERSITY
Programme Specification
BA (Hons) Visual Communication (Graphic Communication)
Please note: This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be expected to
achieve and demonstrate if full advantage is taken of the learning opportunities that are
provided. More detailed information on the learning outcomes, content and teaching,
learning and assessment methods of each module can be found in Module Specifications and
other programme documentation and online at http://www.lboro.ac.uk/
The accuracy of the information in this document is reviewed by the University and may be
checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution;
Loughborough University
Teaching institution (if different);
Details of accreditation by a
professional/statutory body;
Name of the final award;
BA (Honours)
Programme title;
Visual Communication (Graphic
Communication)
E210
UCAS code;
Date at which the programme
specification was written or
revised.
April 2002
1. Aims of the programme:
1. to provide an intellectually stimulating education through the study and practice of graphic
communication through which students can develop the critical, creative and practical skills
expected of a professional graphic designer
2. to encourage the development of flexible thought processes including lateral and sequential
thinking, risk taking, curiosity and adventurousness in order to develop appropriate and new
design solutions
3. to develop a range of skills and processes including studio skills, multi media skills, business
awareness and historical / theoretical knowledge in order to test individual ideas and solutions
4. to encourage the student to become more self critical, display critical judgement and
discrimination, challenge assumptions and prejudice.
5. to provide students with the opportunity to study and practise graphic design in the context of the
area of visual communication or engage in postgraduate study
6. to promote an understanding of how graphic designers relate to the other visual communication
disciplines of illustration, animation and business management
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7. to make the student aware of the professional practice of graphic design, through a structured
programme of work, and including visiting lecturers from industry, outside projects, competitions,
and study visits
8. to enable final year students to take full responsibility for their studies, to devise their own
learning strategy and, through tutorial consultation, agree a learning contract that will provide
him/her with a folio of work that accurately reflects them as an individual. This will reflect their
knowledge and ambitions as a professional designer or as a future postgraduate student.
2. Relevant subject benchmark statements and other external and internal reference
points used to inform programme outcomes:
1.
2.
3.
4.
5.
6.
the Definitive Version (Draft) of the Art & Design Subject Benchmark statement
feedback reports from external examiners
feedback from graduates and current students
feedback from external/ internal school reviews and validations
LUSAD Learning and Teaching Strategy
the research interests and specialisms of the teaching staff and their professional involvement in
the subject
National Qualifications Framework
Accreditation documents
Etc…
3. Intended Learning Outcomes
Knowledge and Understanding:
There is a strong emphasis on the role of the graphic designer as someone who is able to:
1. analyse the clients communication and design needs
2. identify and resolve problems
3. be capable of sorting, organising and relating to information to which he/she will be expected to
bring the qualities of critical judgement, discrimination and imagination
4. start developing a personal design language or working process, which demonstrates a balance
between objectivity (which is measurable) and subjectivity (which may be seen as idiosyncratic).
5. develop specialist knowledge and experience within an area of graphic design and visual
communications.
6. Work proactively within a large multi-disciplinary team of people who will combine their
expertise and knowledge
7. engage in team work, co-ordinate and direct the functions of individuals within teams understand
given roles and be willing to be directed by others within that same team.
8. be familiar with a wide range of processes and by applying analytical thinking to problems decide
what kind of research needs to be undertaken and by whom.
9. understand the essential business elements of graphic design, including; marketing issues,
presentations (pitch) and basic profit and loss accounts.
10. analytical and research processes within studio projects as well as professional behaviour which
includes meeting all deadlines punctually
11. develop a questioning attitude to their studies and not rely on received thinking and attitudes, to
explore ideas creatively in studio modules and in more academic ways through written and verbal
elements, the integrated theory modules and the Entrepreneurial and Business Practice module.
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Teaching, Learning and Assessment Strategies to enable outcomes to be achieved and
demonstrated:
Knowledge and understanding is acquired mainly through project work. Each project brief outlines
the specific learning outcomes and details the assessment procedure.
Each module is designed on the principles of staged learning, building experiences incrementally
from one part of the programme to another, some learning may be practised and encountered a
number of times in different forms before they are formally assessed.
In addition to project work, learning and teaching also occurs through; tutorial advice, lectures,
seminars, critiques, self directed, directed and independent study and student syndicate learning
groups.
There are two forms of assessment used by all LUSAD programmes:
Formative assessment, which includes; critiques and formal written tutorials records of which are
kept by the student and staff. This serves as guidance, to encourage and challenge the student. Advice
is centred on mutually agreed areas of strengthens and weaknesses and also agrees a future goals
strategy.
Summative assessment, which is where the course work for the modules is formally assessed.
Student progression and the nature of the degree award is decided at this point. The decision in made
by the module leader, programme leader and other members of the teaching team who form the
assessment panel. External Examiners verify the marks of all modules contributing to the award of the
final degree classification. All students receive verbal feedback after every summative assessment.
Skills and other attributes:
(a)
Subject specific Intellectual/cognitive skills
On successful completion of the programme students should be able to:
1. analyse the problems set out in project briefs in relation to areas of practice
2. produce effective design solutions by making appropriate choices
3. present finished work to a professional standard taking into account production constraints
4. use of the programme to further their individual career direction having researched the
opportunities and current practices of the industry
5. present a folio of work that encompasses a knowledge of the graphic design industry and their
ambitions within it, that accurately reflects them as individuals
6. develop a questioning attitude to their studies and not rely on received thinking and attitudes
7. to explore ideas creatively in studio modules and more academically through written and verbal
forms via the integrated theory modules and the Entrepreneurial Business Practice module.
8. Engage with analytical and research processes within studio projects as well as professional
behaviour which includes meeting all deadlines including punctuality
9. be capable of sorting, organising and relating to information to which he/she will be expected to
bring the qualities of critical judgement, discrimination and imagination
(b)
Subject-specific practical skills
On successful completion of this module students should be able to:
 record through observation, analyse, visualise and communicate ideas using a variety of drawing
materials
 test, use, experiment with, and exploit media, processes and environment
 communicate to tutors and peer group
 use typographic and layout skills
 use photographic imagery
 use layout pads
 use key software related to the project briefs
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Key/transferable skills
On successful completion of this module students should be able to:
1. use basic information technology, including word processing, internet and access e-mails, library
systems
2. use graphic design and related software to take designs from initial drawings to screen designs
3. research in an open minded but progressively focused manner.
4. team work
5. understand the essential business elements of graphic design, including; marketing issues,
presentations (pitch) and basic profit and loss accounts.
Self management
Work proactively within a large multi-disciplinary team of people who will combine their expertise
and knowledge
Critical awareness
 analyse the clients communication and design needs
 identify and resolve problems
 be capable of sorting, organising and relating to information with which he/she will be expected
to inform the qualities of critical judgement, discrimination and imagination
 start developing a personal design language or working process, which demonstrates a balance
between objectivity (which is measurable) and subjectivity (which may be seen as idiosyncratic).
 develop a questioning attitude to their studies and not rely on received thinking and attitudes, to
explore ideas creatively in studio modules and more academically through written and verbal
forms via the integrated theory modules and the Professional Business Studies programmes.
 work proactively within student syndicate learning groups
Communication skills
 understand the essential business elements of graphic design, including; marketing issues,
presentations (pitch) and basic profit and loss accounts.
 Communicate clearly to others in critiques, presentations and tutorials
These attributes are assessed as elements within the coursework.
4. Programme structures and requirements, levels, modules, credits and awards:
Part A Sem 1
SAA402
SAA420
SAA400
SAA550
Introductory Visual Studies
Introduction to Graphic Design
Introduction to Graphic Processes
Research & Study Skills in Visual Communication
10 credit
30 credits
10 credits
10 credits
Part A Sem 2
SAA421 Developing Processes in Graphic Design
SAA423 Visual Language in Graphic Design
SAA595 Themes and Issues in Graphic Design
40 credits
10 credits
10 credits
Part A Total
120 credits
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Part B Semester 1
SAB424 Graphic Design for Society
SAB429 Print Production
SAB554 Graphic Design Integrated Project
30 credits
10 credits
20 credits
Part B Semester 2
SAB427
SAB428
SAB538
SAB501
Applied Graphic Design
Electronic Media
Critical Culture
Business Practice
30 credits
10 credits
10 credits
10 credits
Part B Total
120 credits
Part C Semester 1
Either:
SAC416 Visual Communications Extended Essay/Critical Report
with
SAC430 Major Project in Graphic Design 1
20 credits
40 credits
Or:
SAC426 Visual Communications Dissertation
with
SAC431 Major Project in Graphic Design 2
30 credits
30 credits
Part C Semester 2
SAC432 Final Project in Graphic Design
60 credits
Part C Total
120 credits
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5. Criteria for admission to the programme:
Passes in five subjects (including English or Use of English) in the General Certificate of
Secondary Education at Ordinary level, Advanced Subsidiary level, Advanced Supplementary
level, and Advanced level. Two of these five passes should be at A level or equivalent. It is also
expected that most applicants will have completed either a one-year Foundation programme or a
two-year art and design programme (AVCE, National Diploma) in order to produce a portfolio
on which, in conjunction with an interview, selection is largely based.
6. Information about assessment regulations:
All modules are assessed at two points during each year of the programme where course
work is presented to show evidence of learning outcomes. Depending on the module, this
may take the form of studio-based projects or of written work. The pass mark for all modules
in all years of the programme is 40%. The course is in 3 parts, A, B and C, corresponding to
years 1,2 and 3 of the full-time course.
Students have to pass all modules in one part of the programme before they can proceed to
the next part of the programme. Marks at part A are just required to progress to part B. Marks
obtained at part B count for 20% of the final degree grade and part C marks count for 80% of
the final degree grade.
In each part of the programme, students follow modules with a total value of 120 credits. The
credit associated with each module is an indication of the amount of student effort that is
required to complete that module. 10 credits are expected, typically to require about 100
hours of work.
Any student who fails a module has an automatic right of re-assessment on one occasion
only. Assessment can normally be attempted either by private study during the summer, for
re-assessment in September or in the course of the following academic year. Students who
obtain less than 50 credits will not be allowed to attempt re-assessment during the summer
and will have to return to the university to repeat failed modules during the following
academic year.
The School will normally try to assist a student who wishes to attempt re-assessment during
the summer vacation to do so. However there may be occasions where either the extent of
recovery work required or problems of access to specialist facilities will cause staff to advise
students to repeat assessment the following year.
Where a student has to be re-assessed in any failed module, they will be given a full written
brief to indicate the nature of the work which has to be completed for successful recovery.
Failure in any module in re-assessment will normally result in a student’s studies being
terminated.
Full details of the programme regulations are contained in the official Programme
Regulations (attached as an appendix)
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7. Indicators of quality:
These include objective measure such as government’s national QAA External School
Review scored at 23, one of the highest in the country. Student employment rates
ranging from 80 to 90% leading to the Daily Telegraph Newspaper (2001) describing
us as one of the top three places for a creative career in the country. The Guardian
Newspaper’s Art School league table placed LUSAD top of the mass providers of
vocational art and design education.
Competitions include: D&AD Graphic Design and Illustration, RSA Animation, Association
of Illustrator’s Best of British Images Awards, Teleo France Animation, Barclay Card
Drawing Competition, American Express POPAI Competition, BBC Digital
Animation, Unique Images Illustration Competition, New Designers Illustration
Competition. Macmillan Children’s book award
Students also work on industry sponsored projects including:
Shell petroleum world-wide web site design, EMAP magazine Illustrations, DHL Worldwide,
Oxford University Press Poetry Compilations
8. Particular support for learning:
Library
The University Library (The Pilkington Library) provides technologically advanced
support for student learning in a purpose-built building. It holds a stock of nearly half a
million books (of which 30,000+ specifically relate to Art and Design) and an extensive
collection of journals, periodicals and magazines (124 Art and Design); over 100 PC
computer workstations with Internet, e-mail and printing facilities plus a full range of
several hundred databases and electronic journals; and self-service photocopiers. The
library catalogue (OPAC) is available online and can be accessed from any campus
networked PC. It contains records of all library material, information about loan
availability, and renew and reserve long loan and one week loan facilities. The Library is
a designated EDC (European Documentation Centre). Opening hours are extensive, 7
days a week during term-time and 5 days per week during vacations. Information desks
can be found on all levels of the Library; printed leaflets are available on information
sources as well as on-line. A wide range of training sessions are offered, for example the
Lunchtime in the Library series, or subject specific sessions organised in response to
Department requests. Material not available in the Library may be borrowed from other
sources, mainly the British Library (fee payable).
LUSAD staff regularly order new material for the Library, including both book s and
journals.
English Language Study Unit (ELSU)
The Unit provides advice and support to both UK and International students who have
difficulty with the language they need for their studies. The ELSU offers support for
students with dyslexia and provides confidential screening tests. Packages of support are
planned together with the student and may include individual assistance with essay
writing, small group sessions, and individual tutorials to improve skills. There is a
dyslexia lunchtime workshop every week. Student volunteers, who are themselves
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dyslexic, are available to talk to, and help new students. There is a Resource Room with
specialist computer software. Dyslexia Awareness sessions for staff are provided by the
Staff Development Unit. A member of the LUSAD staff is designated as dyslexia liaison
contact.
The International Students Programme provides individual help and advice on a wide
range of issues including immigration, police registration, and personal issues associated
with living and studying in the UK. The ELSU runs pre-sessional courses for those who
are coming to Loughborough University as students. A member of the LUSAD staff is
designated as international student contact.
Disabilities and Additional Needs Service (DANS)
The Disabilities and Additional Needs Service can assist in liaising with LEAs to help
students apply for funding from the Disabled Students Allowance, liaise with Social
Services Departments to help students apply for funding for personal care needs, work
with the department to ensure that a student’s additional needs are taken into account,
arranging a full assessment of a student’s additional needs, and liasing with the
Accommodation Service regarding additional requirements.
The support that DANS offers includes adaptation of course materials into large print,
tape, disk, etc., organising mobility training, BSL interpretation, provision of
communication support workers, notetakers in lectures / tutorials, assessment of specific
support, equipment and software needs, individual / small group tuition for students who
have dyslexia, representing students’ needs to academic and other University
departments, organising adapted accommodation, helping to organise carers to meet
personal care needs, and organising appropriate support for students who have a mental
health problem.
Learning and Teaching Development (LTD)
The LTD aims to implement more flexible patterns of learning and teaching across the
University supported by appropriate staff and student development. Its objectives
includes the encouragement of student centred learning and student autonomy,
encouraging learning that allows for different styles and approaches, providing learning
support for students that enables them to develop study and learning skills and increase
employability, encouraging innovation in all aspects of learning and teaching, and
achieving and sustaining high quality in learning and teaching. The LTD offers
workshops on learning skills, for example, presenting with confidence, planning an essay,
and writing an essay.
Counselling Service
The Counselling Service offers help to students with a variety of problems. It can often
help a student to talk to someone who is impartial and is not as involved as a friend or
family member. Counselling is a process of helping students explore and express their
thoughts, feelings, and behaviour within a confidential environment. This free service
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provides for six sessions in the first instance but arrangements for further sessions can be
made in situations requiring longer term work.
Computer Services
Computing Services provides the University IT infrastructure and supports research,
learning, teaching and administration providing a variety of communications and
information technology facilities. It works in collaboration with Faculty IT Co-ordinators
and the School’s support specialists in maintaining staff PCs and departmental networked
PC suites. There is a dedicated server for web based teaching support, the LEARN
server, accessible both on and off campus; each member of staff is able to edit web pages
on this server relating to their own modules. All students have a password enabling
access to e-mail and the Internet through the PC network. LUSAD also offers an
extensive Apple Mac provision. Both systems are supported by technicians for both staff
and students.
Careers Service
The Careers Service provides a continuous service for students seeking careers guidance
and help with job-search techniques. The careers library provides relevant and up-to-date
information in a variety of forms - reference files, computer systems, the Internet, videos,
and takeaway material - covering vacancies, working overseas, vacation work, voluntary
work, starting your own business, mature students, students with disabilities, international
students, and postgraduate study. Careers Service staff visit the School to talk to student
groups and explain the services that are available.
Staff Development
The Staff Development unit provides an extensive programme of workshops to keep the
skills of all staff up-to-date, and for them to develop new skills.
9. Methods for evaluating and improving the quality and standards of learning:
The University has a formal quality procedure and reporting structure laid out in its
Academic Quality Procedures handbook, available online at:
http://www.lboro.ac.uk/admin/central_admin/policy/academic_quality/contents.html
and directed by the Pro-Vice-Chancellor (Teaching). Each Faculty has an Associate
Dean for Teaching responsible for all learning and teaching matters. For each Faculty
there is a Directorate (responsible for the allocation of resources) and a Board
(responsible for monitoring quality issues within each department). Support is provided
by the Staff Development Unit and the Quality Assessment Unit. Student feedback on
modules and programmes is sought at regular intervals, individual programmes are
reviewed annually, and Departments review their full portfolio of programmes as part of a
Periodic Programme Review (every five years).
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Minor changes to module specifications are approved by the Associate Dean (Teaching)
on behalf of the Faculty Board, and ratified by the University Curriculum Sub-Committee
in accordance with the University's quality procedures. Major changes are formally
considered by the University Curriculum Sub-Committee.
All staff participate in the University's staff appraisal scheme, which helps to identify any
needs for staff skills development. Both probationary staff and those seeking promotion
to Senior Lecturer are subject to a formal teaching evaluation scheme, administered by
the Quality Assessment Unit and accredited by the Institute for Learning and Teaching.
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