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1. Admissions/ Management Information
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Title of the new programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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https://www.york.ac.uk/media/staffhome/learningandteaching/documents/programmedevelopment/Framework%20for%20Programme%20Design%20-%20PG%20-%20Sept%202017.pdf
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Masters MA Sustainability Studies
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Postgraduate Diploma PG Diploma in Sustainability StudiesPlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate PG Certificate in Sustainability StudiesPlease indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate - alternative award title
NB the Taught Postgraduate Framework (section F) allows for more than one PGCert title. Consult your AQ Team contact for advice and see sec 5.d 		Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2020-21
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department ArchaeologyArchaeology
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Other contributing Departments: Department of Environment and Geography
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Route code
(existing programmes only)
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Admissions criteria
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A good honours degree (upper second or first class) in a relevant subject, or an equivalent qualification from an overseas institution in archaeology, anthropology, biology, conservation, ecology, geography or related fields. Mature students or those with less conventional qualifications but with relevant professional experience in this field will be considered. For foreign language speakers, Level 6.5 IELTS is required.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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MA Sustainability1 yearFull-timeSeptemberPlease select Y/NYesPlease select Y/NNo
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2 yearPart-timeSeptemberPlease select Y/NYesPlease select Y/NNo
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3 yearPart-timeSeptemberPlease select Y/NYesPlease select Y/NNo
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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(max 200 words)
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.

NB: If the proposal is for a combined programme the name of the Programme Leader (based in the lead Department) and the Associate Programme Leader(s) from the Partner Department(s) should be provided
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Daryl Stump - lecturer in both the Dept of Archaeology and the Dept of Environment and Geography. Stump will deliver both core modules and act as first supervisor for all ISMs. There are no other key staff involved in the programme. Stump's interdisciplinary perspective draws on historical ecology and applied archaeology to understand sustainability as change through time, but once the course content of core modules is designed and approved there are numerous other members of staff in the two host departments that could teach and lead the programme if necessary.
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4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
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Programme design combines methods of consultation employed by the Department of Archaeology and the Department of Environment and Geography. Archaeology uses five generic PLOs that are common to all masters’ programmes, and 1-3 programme-specific PLOs. The generic PLOs were developed by a five-person PGT Pedagogy Team. These are based on existing programme specifications, map to the UK Quality Code for HE, and have been refined in consultation with students and staff, taking into account external examiner feedback, focus-groups with current and former students, and data drawn from ASO’s TESTA questionnaire. The programme specific PLOs were developed through thematic workshops and one-on-one staff consultations with Directors of Studies. The development of the PDDs in the Department of Environment and Geography has been led by Dr Claire Hughes (Chair of BoS). Members of the programme team contributed information on how their modules contribute to PLO development, with BoS, student reps and the department’s External Advisory Board asked for comment, the latter of which includes representatives from external organisations including business and government agencies.
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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With rising human populations, resource depletion and the current climate change and environment emergency, the need for a complex understanding of sustainability has never been more pressing. This programme will allow you to develop a complex and nuanced understanding of sustainability through an interdisciplinary approach, drawing on ecology, development studies, the social sciences and the humanities. Uniquely, the programme takes a long-term perspective drawn from history, archaeology, anthropology, human geography and palaeoecology to explore environmental, social, economic and cultural sustainability, and the relationships between them.

The interdisciplinary perspectives aim to equip you with the abilities and confidence to improve our understanding of the world around us and work towards developing sustainable solutions to today’s environmental and social problems. The flexibility of the programme regarding option choices and dissertation topic means that students can tailor the programme to their personal interests, backgrounds and career ambitions, drawing on expertise from across the Department of Environment and Geography and the Department of Archaeology. Through the development of skills in the collation, analysis, synthesis and presentation of interdisciplinary data, and an ability to work as part of a team, students will leave the programme well placed for a range of career paths, including research careers.

The programme is offered full-time or part-time to suit those in employment, and can be tailored for early- and mid-career professionals or to offer entry-level learning for those at the beginning of their careers.

MA students take a perspective on sustainability drawing predominately on humanities and social science research (archaeology, history, human geography, social anthropology, heritage studies), but the interdisciplinary nature of sustainability studies means MA students can also take science-based modules. You will decide on whether the MA or MSc route is appropriate for you in consultation with the Programme Leader, and you will discuss appropriate module choices for each route before you begin your programme and during regular supervision meetings across the degree. This interdisciplinary approach is crucial because understanding environmental sustainability requires knowledge of ecological processes and of environmental conservation and management, as well as an understanding of the human social, economic and cultural factors that drive ecological change. You also cannot understand process of socio-ecological change without reference to their histories of exploitation over a range of time-scales.

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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme can be expected to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements for the PG Certificate and four-eight for the PG Diploma in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate a systematic and in-depth understanding of the concept of sustainability and related terms such as resilience and degradation, and of the ways in which these can be assessed, quantified and valued, with a particular focus on the application of techniques drawn from the humanities [Knowledgeable].
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2CRITICAL THINKING AND EVALUATION: Engage critically with current debates and advanced scholarship regarding sustainability in order to evaluate the strengths and weaknesses of opposing arguments, recognising that competing interest groups may prioritise the sustainability of different factors [Critical thinker].
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3INTERDISCIPLINARY METHODS: Combine data and methods from a range of academic and professional disciplines, while acknowledging that different specialist techniques produce data at different spatial and temporal scales and with differing levels of precision and certainty [Interdisciplinary thinker].
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4RESEARCH DESIGN AND PROBLEM SOLVING: Identify trade-offs relevant to issues of sustainability, ascertain existing knowledge gaps, and define methodological approaches to fill these gaps, demonstrating how the research design will help address the identified problems [Problem solver and creator of new perspectives].
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5ANALYSIS AND APPLIED ANALYTICAL SKILLS: Undertake analyses of a discrete quantitative or qualitative dataset and/or the critical analysis of a discrete body of work, demonstrating what role the resulting conclusions play within questions of sustainability [Analytical].
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6SYNTHESIS AND COMMUNICATION: Synthesise research findings and key scholarly debates, and communicate data, methods, conclusions and recommendations through a variety of oral, written, visual and digital media to academic, public, professional and policy-making audiences, demonstrating an ability to adapt to the respective needs of these audiences [Effective communicator].
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7INDEPENDENCE AND TEAMWORK: Demonstrate originality in rigorous independent inquiry and show a clear contribution to the work of a team [Independent Researcher and Team player]
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5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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Achieving these programme outcomes will equip students with the abilities and confidence to improve our understanding of the world around us and work towards developing sustainable solutions to today’s environmental and social problems. Programme outcomes require students to be knowledgeable about concepts and methods, critical of the information they use and the research tools they employ, persuasive and clear in the ways in which they communicate, and interdisciplinary in their approaches towards understanding social and environmental problems and solutions. Students will be enabled to express their interpretations and evaluations of previous work through debates with their peers and tutors, mirroring the work done by interdisciplinary research teams, both in academic and professional contexts. The learning outcomes also allow students to develop skills in independent inquiry, and their assessments enable them to produce work of a high standard in formats expected in academic and professional settings. Students will receive support and guidance to extend their understanding of sustainability through an independent study project (dissertation) that can be tailored to their own research interests or career aspirations.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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These learning outcomes reflect a programme that is distinctive in terms of its interdisciplinary perspective and use of long-term data to address questions of sustainability, but the programme is also designed to be highly flexible to enable students to acquire specialist skills and knowledge that are distinct to them. Students are able to explore their own specialist interests and tailor the course in ways that most appropriately prepare them for future employment or research. The learning outcomes guide students to not only deepen their understanding of key aspects of sustainability, but also to develop specialists interests to take their engagement further through skills modules and through supported independent research and study. Students will have the opportunity to work on material developed in cutting-edge research projects by members of staff. They will graduate from the MA with a series of transferable skills that are key to employability, including knowledge of key debates (PLO 1); being able to critically evaluate the work of others and themselves (PLOs 2 and 3); the management and analysis of diverse data sets (PLOs 4 and 5); producing syntheses of these data (PLO 6), discussing ideas and interpretations within a group setting (PLOs 3, 4 and 7), and communicating in verbal, written and digital forms to a professional standard (PLO 6).
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iii) Please detail how you would support students from diverse entry routes to transition into the programme? For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity
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Students from all backgrounds are welcome, and indeed a cohort from a range of disciplinary backgrounds will enhance interdisciplinarity and knowledge sharing. Students from a scientific background can be directed towards the companion MSc in sustainability science. MA students will draw support primarily from the Department of Archaeology and the University. Archaeology’s extensive induction programmes outline the taught postgraduate experience, enhanced by the non-assessed Essential Skills module that runs throughout the Autumn and Spring terms. These prepare students for all aspects of M-level practice, including research and professional expectations (academic integrity, time management, citation, ethics), preparing them for their ISM, and honing specific skill sets, including digital literacy. Both Archaeology and Environment maintain PG handbooks, extensive intranet pages, VLE, mailing lists, and use of specific technologies in individual modules (e.g. Google Groups), all of which connect students and staff. Formative assessments provide feedback on written work and assignment planning. Refresher sessions are also held in the Spring or Summer terms to prepare students for their ISM research. Archaeology offers English language training to non-mother-tongue speakers. All core and options modules include small-group discussion formats and one-one assignment feedback. Extensive pastoral and academic supervision provide support across the whole year.
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iv) Please explain how the design of the programme enables students to progress through to the end of the award? For example, in terms of the development of research skills, enabling students to complete an independent study module, developing competence and confidence in practical skills/ professional skills, (See: QAA Mater's degree characteristics http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2977#.WS1JOevyu70).
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Core modules allow fundamental knowledge to be covered, which is then further developed through students’ choices of specialist Options modules. Students also select skills modules totalling 20 credits to familiarise them with particular practical skills, and complement their in-depth theoretical learning from the Core and Options modules. The Essential Skills module runs in parallel with the Core, Options and Skills modules, developing students’ capacities with larger and generic research and professional expectations. From the start of the Spring term, aspects of the ISM are introduced in non-assessed, formative fashion, including preparation of a research proposal, matching of students with dissertation supervisors or supplementary advisors, and familiarisation with the Assessed Lecture component of the ISM. This then leads students seamlessly into the ISM, where research proposals are confirmed, ethics approved (where necessary), and Assessed Lecture conducted.
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v) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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Through the two-term compulsory Essential Skills module, all Masters students are introduced to key concepts in digital literacy, including critical thinking through and with digital technologies, use of core technologies like Google Docs, Word and digital presentation software, as well as key skills including digital archiving and imaging. These skills will be honed through the production of policy briefs as part of all written assessments and through student oral presentations. Student learning is supported through live-streaming of Archaeology’s YOHRS and York Seminar Series on Facebook and YouTube, respectively. Individual core, option and skills modules often prioritise technology-enhanced learning through use of Google Groups and experimentation with public-facing communication strategies. As a programme run jointly by the Department of Archaeology and the Department of Environment and Geography, students on the MA course will also have access to Environment’s online site for MSc students (the Skills Hub) in order to develop key skills, and to help students improve existing ones. The online Skills Hub complements teaching received during contact hours and gives students the tools and flexibility to work on key skills development in their own time.
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vi) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
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The flexibility of the programme regarding option choices and ISM topic means that students can tailor the programme to their personal interests, backgrounds and career ambitions. However, all likely career paths – including research careers – will require skills in the collation, analysis, synthesis and presentation of interdisciplinary data and an ability to work as part of a team, as encompassed in the programme learning outcomes. Skills related to employability are also integrated into the Essential Skills module organised for all taught PG students within the Archaeology Department, including specific Careers-focused and PhD application-focused sessions. The ISM further exposes students to real-world settings, for example those settings within which they collect data. Emphasis on employability is evident in key induction and dissertation development activities, where consideration of long-term goals is prompted by session leaders. Personal supervision meetings at the start and end of term also see supervisors asking students directly about career development and post-degree aims. Special events, including talks on job opportunities, are arranged across the year by commercially-based members of staff and by our Employability Officer. In addition to this University Careers services offer workshops on preparing CVs and job applications and general career planning that are open to students on this programme. We encourage students to attend these sessions from early in the programme to get a good sense of what is required to boost their employability.
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vii) Consultation with Careers
The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager.
Please provide details of Careers' comments and your response.
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The Careers and Placements Service. Comments are presented in bold with our response in plain text.

The PLOs encourage great opportunities for professional skills development within this module and I would encourage them to be maximised. Getting industry involved from different sectors would be perfect to give students access to networks, ideas of where to go after graduation etc.

PLO1 - references the application to professional contexts - how will this be ensured?

Although now widely applied and discussed with and across many academic disciplines, the concept of sustainability first emerged in the context of sustainable development, and was thus focussed initially on poverty reduction, only later incorporating other imperatives such as wildlife conservation, climate change mitigation etc. There is thus a wealth of literature produced by and for national and international governmental and non-governmental organisations that reflect professional contexts. These sources will be sign-posted and critically reviewed throughout the programme. In addition, many of the approaches designed to evaluate sustainability (e.g. cost-benefit analyses, environmental impact assessments, heritage impact assessments, risk-benefit analyses) have been developed or refined by governmental and commercial organisations. The programmer leader has professional experience of carryout these assessments in professional settings, and has active research collaborations with organisations who undertake such work, as do multiple staff members in both departments, including staff members who teach the available options modules.

PLO2 - mentioned engaging with current debates: how will students be encouraged to do this and how far reaching will these debates be? I would like to see these very much having both an internal and external to the University of York focus.

Debates on sustainability range from the landscape and project scale (e.g. what were/are/will be the impacts of carrying out a particular action on a specified community) to global scale questions of climate change, economic globalisation, population growth, resource use et al. Understanding the differences and interactions between these different spatial scales (and different time-scales) is embedded within all PLOs, and so looking at debates both internal and external to York is essential.

PLO3 - references using data from professional and academic disciplines. This is great, how will we get the students to engage with the professional disciplines, will there be opportunities for students to meet these professionals in their workplaces to access the data? If not do we have links with sources of the professional data that are guaranteed to be able to supply the programme with what is needed in case study format?

See response to PLO1 and above. In addition, the University hosts cross-departmental initiatives, research centres and think-tanks of direct relevance to sustainability (SEI-Y, IGDC, YESI), meaning students will have access to this expertise and to projects and events run by them.

PLO6 - discusses communicating with different audiences in different ways. Are there ways in which feedback could be gained from different audiences to give students the opportunity to reflect if their communication has been modified appropriately. Linking to the reflective element would be a good opportunity to link to the York Strengths programme which encourages self reflection.

See responses above: through in-house expertise and active collaborations, we have access to professional feedback from people experienced in communicating with policy-makers and public outreach. We had not considered direct feedback from these audiences, but this could potentially be achieved through appropriate feed trips or through invited contributors. There are cost implications for these options, but the suggestion is a good one and we will look into this.
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viii) How is teaching informed and led by research in the department/ centre/ University?
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‘Environmental sustainability and resilience’ is one of the University’s six research themes, and both the Department of Environment and Geography and the Department of Archaeology are research-active departments that share their latest research findings and methods with students through research-led teaching. Through tutorials and seminars students gain experience in discussing cutting-edge research and develop key communication skills. Within Environment and Geography teaching is supplemented by guest speakers from the environmental think-tank the Stockholm Environment Institute (SEI), and a range of external environmental and industrial organisations, exposing students to cutting edge ‘pure’ and applied research and to potential areas of future employment. In Archaeology, students are invited to attend both the YOHRS and York Research seminars, which run across terms 1 and 2 and are also live-streamed and accessible online.
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof, and provide appropriate detail of the module diet students will need to complete.

This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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i) If the Postgraduate Certificate is an exit award only please:
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Provide a global statement to explain what a student who exits with a PG Cert award will be able to do (this should capture the extent of the achievement of the programme learning outcomes).

NB: Where more than one PG Cert is available as an exit award a statement should be provided detailing what a student exiting with each award will be able to do		Detail the module diet that students will have to have completed to gain the PG Cert as an exit award.

NB: Where more than one PG Cert is available as an exit award the module diet required for each award should be given
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Students exiting with a PG Cert will have progressed through their two core modules and completed all skills modules to earn this certificate, meaning that their engagement with all PLOs will have been assessed. However, by not taking Options Modules or the ISM their exposure to interdisciplinary approaches (PLO3) will be more limited, and they will have limited experience of research design and problem solving (PLO4) and of analysis and analytical skills (PLO5). Option and skills for all students must be discussed with the programme leader in advance to ensure these produce a coherant programme that furthers the interests and career aspirations of the student. Although students may subsequently choose to leave with a PG Cert, this process of guided skills choices will help ensure maximum coverage of PLOs. Successful completion of 2 x 20-credit Core modules, plus a total of 20 Skills Modules credits.
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ii) If the Postgraduate Diploma is an exit award only please:
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Provide a global statement to explain what a student who exits with a PG Dip award will be able to do (this should capture the extent of the achievement of the programme learning outcomes)Detail the module diet that students will have to have completed to gain the PG Dip as an exit award
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To earn this diploma students will have progressed through their two core modules (2 x 20 credits) and a combination of Option and Skills modules (totalling 60 credits), and will have completed an abbreviated version of the ISM module (extended essay), meaning that their engagement with all PLOs has been assessed but with limited experience of analysis and analytical skills (PLO5).Successful completion of 100 credits of taught modules including the two core modules (2 x 20 credits), plus a 20-credit extended essay in the summer term.
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5.e. Other features of the programme
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i) Involvement of partner organisations
Are any partner organisations involved in the delivery of the programme?
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Please Select Y/N: Noif Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
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University guidance on collaborative provision
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(max 200 words)
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ii) Internationalisation/ globalisation
How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
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Core modules discuss international sustainable development and the contention that ‘indigenous knowledge’ can act as a guide to sustainable practices worldwide, both of which require cross-cultural understanding and a critical assessment of internationalisation and globalisation. Case-studies and datasets from around the world explored through Core and Option modules permit an in-depth consideration of these themes.
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iii) Inclusivity
How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme?
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This refers to the protected characteristics and duties on the University outlined in the Equality Act 2010
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No aspect of the programme is in anyway prejudicial to individuals with protected characteristics, and indeed a diverse student cohort will enhance the diversity of viewpoints contributing to seminar discussions and presentations. The rights of diverse communities and individuals need to be considered in the study of sustainability and in the design of sustainable solutions for socio-ecological systems. This topic will therefore feature within course content.
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/
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Full time structure: Full time students take two 20-credit core modules (one in autumn, one in spring), optional modules to the value of 40 credits (20 in autumn, 20 in spring), and skills modules to the value of 20 credits (10 in autumn, 10 in spring). The 80-credit independent study module (ISM) is primarily undertaken over the summer term and summer vacation, but with the non-assessed Dissertation Preparation Module providing support for dissertation research in the autumn term.
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20ARC00095MSustainability I (Core 1)
SEA
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20ARC00096MSustainability II (Core 2)
SEA