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1. Admissions/ Management Information
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Title of the 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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Masters Masters Degree in Railway Studies
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Postgraduate Diploma Postgraduate Diploma in Railway StudiesPlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate Postgraduate Certificate in Railway StudiesPlease indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2019
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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 Centre for Lifelong LearningCentre for Lifelong Learning/The York Management School (Joint)
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Other contributing Departments: The York Management School
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Route code
(existing programmes only)
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Admissions criteria
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Normally students are expected to hold a bachelors degree in a related subject area. However CLL will also favourably consider any student previously awarded a BA/BSc in any subject, with evidence of recent HE level study in this area. Yet as a centre based on the cornerstone of open access, we will also seek to ensure those without the necessary qualifications but with the obvious ability to succeed have the opportunity to engage. In such instances, the completion of a critical essay may be requested for consideration by an admissions panel.

We welcome applications by individuals supplying evidence of accredited prior learning, professional experience and a demonstration of the ability to work at postgraduate level in the absence of a first degree, as well as those from students who have been out of formal education for some time or whose qualifications do not fit conventional models. Our principal interest is in those who are able to work at the appropriate level and are motivated and willing to study in an online environment. Applications will be assessed on an individual basis.
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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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Railway Studies3 yearsPart-timeSeptemberPlease select Y/NNoPlease select Y/NYes
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Please select Y/NPlease select Y/N
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Please select Y/NPlease select Y/N
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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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N/A
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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.
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Dr David Turner - Programme Leader; Iain Barr - Head of Centre for Lifelong Learning (technical administration); Jonathan Fanning, Chair of Board of Studies (TYMS)
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4.b. Who has been involved in producing the PLOs, programme map and enhancement plan? (please include confirmation of the extent to which colleagues from the programme team /BoS have been involved; whether student views have been incorporated, and also any external input such as external examiners, employer liaison board)
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Dr David Turner compiled the documentation, and formulated the Statement of Purpose and the PLOs. Support was taken from Madeleine Mossman, with additional advice sought from Kevin Tennent and Phil Garnett of The York Management School. Emma J. Wells, Programme Director of the PGDip in Parish Churches and the English Buildings History MA, also provided invaluable support, and other PGDip programme leaders were also consulted. Student feedback on the course since it its first year of operation (2014) was taken into account, and past students were directly consulted on the PLOs and Statement of Purpose as to how how these met their experiences of the programme, their responses being factored into the design process. Also considered was feedback from the external examiner.
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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 masters 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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The Masters Degree in Railways Studies is the only programme of its kind in the world. It will allow you to develop a mature interest in railway history into a deeper understanding of how scholars have understood and debated the subject. Across six diverse modules, studied over the first two years, and using digitised materials from the National Railway Museum collections, you will develop a uniquely comprehensive understanding of the social, economic, business, cultural and political history of Britain’s railways between the opening of the Liverpool and Manchester Railway in 1830 and 2010, when the Coalition government was formed, as well as the different methodological approaches scholars have applied to these subjects. You will join a vibrant online community of learners who have a shared interest, and will participate in online discussions and debates with a discipline expert. You will also have the opportunity to engage with topical scholarly debates through attendance at optional residential weekends, held at the National Railway Museum. In the third year, and using what you have learnt, you will also research and produce a 15,000 word original research project on the history of railways in Britain or abroad. The course therefore provides an intellectual foundation for those desiring to pursue higher-level original research projects in the history of transport, and careers in the higher education, heritage, tourism or museum sectors.
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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 will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements 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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1Articulate a comprehensive understanding of how Britain's railways have influenced, and have been influenced by historical events between 1830 and 2010.
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2Engage critically with existing scholarship and debates in the literature, and present rigorous arguments that demonstrate independence and creativity of thought.

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3Select and apply the most appropriate methodological and analytical tools to assess a range of source materials and evidence when responding to specific historical questions.
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4Gather, process and communicate complex information and conclusions with clarity to peers and other audiences in written form.
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5Autonomously plan, organise and manage research projects that respond effectively and rigorously to a defined research brief, and which demonstrate originality of approach.
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Develop an understanding of working with and processing source material appropriate to sustained independent resource projects.
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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) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
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The PLOs are designed so that students consider and reconsider the history of Britain's railways within the broader social, economic, political, businesses and cultural history of the nation, challenging them to think beyond the narrow approach and understanding most have as enthusiasts. Students throughout the course are compelled to think critically and practically about current historical, theoretical and methodological trends in the field, and from the first week to the last, will be asked to consider, debate and critique different perspectives and approaches. Their progress will be propelled through blended learning strategies, challenging weekly tasks that will develop their skills as confident communicators, assessed and non-assessed assignments, and most importantly encouragement, feedback and advice from the tutor. The PLOs will also drive the development of their independent learning, original research, information management and analysis/interpretation skills. The course will thus lead students to graduate into well-rounded critical historical thinkers and communicators.
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ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
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There is only one qualification in the world for Railway Studies, and as such by its very existence this programme will be distinctive. Its advantage is that students develop a uniquely comprehensive understanding of the history of British railways within broader historical events. It eschews fine technical detail, and enables them to gain a multidisciplinary understanding of railway history that crosses different scholarly strands of historical research, whilst developing their understating of the different methodological approaches used therein. As well as engaging with key themes and debates in the historiography of the history of Britain's railways, students gain skills in independent documentary research and analysis; through the design and execution of short research independent projects, the presentation of developed ideas to different audiences, and through production of a 15,000 word dissertation. The PLOs work to ensure that students graduate as independent, critical thinkers, with the ability to cogently analyse railway history, and its many issues, sources and situations. They also ensure students leave with a diverse range of skills and a critical sensibility that transfers across a wide range of disciplines and professions, and that they can lead varied empirically- and theoretically-driven tasks and projects that evidence their flexibility to prospective employers or for further graduate study.
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iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
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The groundwork for doing this occurs in the first year. The first module will in introduce students to how academics have discussed and analysed railway and transport history, in contrast to the non-academic scholars that they may be familiar with, as well as broader methodological and theoretical issues. Course materials will be utilised to develop students' understanding of the different sources and resources that can be used to explore academic subjects, and how to research them. All students will undertake the Academic Integrity Module in module 1, whilst through weekly tasks and assessments academic writing and presentation skills, and the need to apply scholarly apparatus, will be demonstrated also. Given it deals with a subject debated in the literature, Module 2 develops further students’ abilities to critique and analyse scholarly arguments and debates, as well as building their own cases. Indeed, developing their presentation and communication skills, the weekly tasks will challenge students to come down on a particular side of a debate and articulate their own points of view. Moreover, given the module deals with business and financial history, students will develop their skills in quantitative historical analysis. Again, building on work in Module 1, the third module covering railway workers before 1921 will emphasise the different and diverse methodological approaches scholars can and do take to railway, social and labour history. They will be challenged to think about the applicability, appropriateness and validity of different methodologies for different subjects. In sum, these three modules will form the bedrock for the honing and improvement of all these skills in the second year.
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iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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In year one, students are taught to understand core historical concepts and methodologies in relation to railway history, how to conduct primary research and demonstrate an understanding and awareness of various academic fields. They do so through working independently making use of current research and, with guidance, use and evaluate sources critically through a series of individual blogs, critiques and formative essays that develop independent learning. Ultimately, modules one to three emphasise the development of research/academic skills of both a written and visual communicative nature --- i.e. – literature research, evaluating sources, citation skills, using images, analysing maps, photography and also written communication such as compiling an annotated bibliography, writing historiography, presentations, and blog masterclasses in critical analysis/responses. In the second year students consolidate and improve their understanding of core and specialist historical concepts - particularly current debates in the discipline - engage with primary research and consolidate their understanding and awareness of the academic field in a broader sense. They will evidence these developments through discussion points and assessments, but students should be able to undertake greater independent research, develop their own analytical approach and demonstrate increasing confidence in critically evaluating different historical issues and situations. In terms of the research skills, these modules teach them through application to a provided set of projects/case studies with defined steps e.g. practical task, essay planning, aims and objectives, researching sources/literature review, critical evaluation and analysis. The second year through building on what has been taught in the first, will by the end will have propelled students towards meeting the PLOs fully. Finally, in the third year, the students will put all they have learnt into action when they will research, write and produce a 15,000 word dissertation (independent Study Module) on the history of railways in Britain or overseas. However, they will also have to complete and pass a 5-week online study skills module, so as to enhance their research, planning and writing abilities.
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v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to 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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Issues with the students' ability to operate and navigate through web-based activities and the Virtual Learning Environment (VLE) will be addressed before the start of the programme through asking applicants if they feel they have any concerns that they want support on. Given the small numbers of students on the course (from 7 to 18), this enables the tutor - who has experience in teaching IT skills through prior employment - to give close guided support over the phone or via email. Moreover, at the start of the course, students will be inducted on the VLE and reminded of where they can report any issues or areas where they are struggling. The programme will be redesigned with considered use of technological developments in relation to virtual learning. It will integrate a wide range of digital applications and interactive resources in order to develop students' digital literacy beyond the basics, including spreadsheets, creating digital images and visual/audio presentations, module blogs, virtual debates, wikis, online hosted seminars, online quizzes, video tutorials, Open Surgeries, Skyping and word processing. We also hope to use technology-enhanced learning such as lecture capture and live seminars using Collaborate where possible so that students can watch them back and engage with the tutor and other students for collaborative learning. Moreover, all summative assessments are submitted online.
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vi) ... how this programme (as outlined in these PLOs) will 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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The qualification provides students with an excellent range of skills and knowledge that they could apply in various fields of employment. Central to the course is independent study, and as such students develop skills in self-directed study, which encompasses time-management and self-motivation, particularly when writing essays and preparing for weekly discussions. Moreover, the degree places considerable emphasis on written communication through presentations, discussions and written assessment and thus will develop students’ skills in these directions. Research in secondary and primary sources, in archives and online, are key parts of the course, and as such students will be able to construct an argument from synthesising their findings into a cogent argument. The course also will develop complexity into their critical thinking skills when analysing qualitative, quantitative and secondary materials. Whilst being an online course means students will have to have some digital literacy skills before coming to it, they will be instructed on how to use online historical archives, newspaper repositories, and periodicals, and how to access digital reference resources and journals. Thus, all of these skills could be applied to work in a diverse range of professions, for instance journalism, historical writing and law, as well as higher education teaching and research. Given the heritage and museums sector is a considerable part of the British tourist industry, students could deploy their detailed knowledge of railway history in exhibitions, talks and events, in both voluntary and paid-for capacities. The digital literacy skills students learn could also be applied in employment as a researcher in academic or nonacademic settings, whilst they also might be applied to teaching others how to use online resources, perhaps in the education sector. The PGDip has in the past generally, although not exclusively, attracted those who are retired and looking to continue their education. However, now that the programme is being turned into a masters, and thus some individuals might use the course for career advancement, it is suggested that we will review applications and if students did take the programme for this reason the relevant individual in careers would be contacted subsequently to ensure that they could access the appropriate support during their studies.
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vii) Consultation with Careers
The programme proposal should be discussed with Careers (tom.banham@york.ac.uk, ext. 2686)
Please provide details of Careers' comments and your response.
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Heather Stout was contacted and suggested modifications. As it was suggested that some individuals might use the course for career advancement, she suggested that as part of our on-going employability work we would review applications and if students did take the programme for this reason the relevant individual would be contacted to ensure that they could access the appropriate support.
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viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
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The Centre for Lifelong Learning is not research active, whilst since the dissolution of former set-up of the Institute of Railway Studies and Transport History the university has not really produced any research on transport and mobility history of note. As such, learning and teaching is predominantly informed by the cutting edge of research conducted outside of the university. In modules one to four, the programme leader does however teach subjects aligned to his research interests (though the programme leader is not contracted to be research active), ensuring that students engage with material at the forefront of active research. Students also engage with the work of active researchers on transport and mobility history in and around York, predominantly that of the scholars at the National Railway Museum.

The York School of Management is a research active department, with a number of staff activitly interested in research of business and organisational history, and the railways. There are also staff activity researching many other relevant areas of business, e.g. operations, general management, and human resources. The department supervises large numbers of students at postgraduate level, including both PGT and PhD candiates. The school of management will be activity involved in the supervision of the disserations for the MA in Railways Studies.
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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 the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. 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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On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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Work as independent scholars, engage critically with current transport and mobility history research on the period 1830 to 1921 from a range of disciplines and analyse and interpret evidence from a broad range of sources for longer essays and discussions; design research reports to a good standard informed by key principles, methodologies and digital applications; engage in an associated virtual debate with limited guidance, communicating results and interpretations of historical research in a professional style; make detailed presentations independently; make use of a range of digital media and presentation formats; and show a good understanding of contemporary debates in the discipline. To achieve this award, students must complete the three first year modules: Sources and issues for railway history – the coming of the railways to Britain, 1830-1914; Critical thinking about railway history: The Declining Profitability of the Railway Industry, 1870-1914; and Methodology and analysis: The British Railway Worker, 1830-1921.
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On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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All of the above, however the students will develop a comprehensive understanding of British railway history from 1830 and 2010, and will have an understanding of the debates in the literature. They will have developed more fully their skills in analysing and interpreting evidence to go towards assignments and discussions. They will be able to design longer research projects informed by the key principles, methodologies and digital application, whilst having a more comprehensive understanding of all of these elements of scholarly activity. They will be able to debate, communicate and interpret historical research independently, whilst they will have a full understanding of how to research in both online and physical archives. To achieve this award, students must complete the three first year modules, as well as the second year modules: The Role of the Railways: Railways and Government,1888-1939, The Railways and Society: The Railways After the Second World War, 1945-1973, and Perspectives on Privatising British Rail, 1979-2010.
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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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QAA Subject Benchmark Statement: History (2014) and the University's Taught Postgraduate Modular Scheme: Framework for Programme Design (2015)
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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 individual 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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Part time structures
Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
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Year 1 (if you offer the programme part-time over either 2 or 3 years, use the toggles to the left to show the hidden rows)
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20Sources and issues for railway history – the coming of the railways to Britain, 1830-1914SEA
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20Critical thinking about railway history: The Declining Profitability of the Railway Industry, 1870-1914SEA
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20Methodology and analysis: The British Railway Worker, 1830-1921SEA
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Year 2
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20The Role of the Railways: Railways and Government,1888-1939SEA
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20The Railways and Society: The Railways After the Second World War, 1945-1973SEA
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20Perspectives on Privatising British Rail, 1979-2010SEA
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Year 3
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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60Independent Study ModuleSEA
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7.c. Explanation of the programme and assessment design
The statements should be in a form that can be used for students (such as in a student handbook). It should make clear to students why they are doing the key activities of the programme, in terms of reaching the PLOs.
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i) Students’ independent study and formative work Please outline how independent study and student work has been designed to support the progressive achievement of the programme learning outcomes (for example, the use of online resources which incorporate formative feedback; opportunities for further learning from work-based placements).
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At the core of the MA in Railway Studies is students’ independent engagement with relevant literature, critique and analysis of it, the synthesis and communication of their own ideas, and debate with their peers on the issues. Weekly, students will prepare for an optional blog task that addresses the historical subject material. They will be posed a problem, question or set a challenge and will have to provide responses demonstrate their knowledge of the subject at hand, their understanding of the materials and methodological approaches, or evidences their critical thinking. Through these tasks students’ will also develop their research skills, an understanding of academic practice in written work, and will develop their communication and presentation skills. As such, tasks will include small pieces of original research on a particular subject using online databases, the uploading of video presentations, testing of their understanding of academic conventions, and tasks designed to improve assignment and argument construction. In all cases students will engage in discussion on this non-assessed work with peers and and the tutor will provide critique subsequently. Students can also complete an optional 1,500 word essay (where a title is chosen to respond to) due in at the end of week 5. The tutor will mark this and give feedback on the students progress towards achieving the learning outcomes. Ultimately, all formative work will support students in their production of assignments and during their third year Independent Study Module, when they have to produce a 15,000 word original research dissertation.
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ii) Contact with staff
Please explain how the programme’s design maximises the value of students’ contact time with staff (which may be face-to-face, virtual, synchronous or asynchronous), including through the use of technology-enhanced learning. For example, giving students resources for their independent study which then enables a class to be more interactive with a greater impact on learning.