MA Conservation of Historic Buildings Programme Specification 2023-24

	B	C	D	E	G	I	J	K	L
1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised February 2023
4
5
6	Programme Title			MA Conservation of Historic Buildings
7
8	This document applies to students who commenced the programme(s) in:			2023		Award type			MA
9
10	What level is this qualification?			7		Length of programme			1 year
11
12	Mode of study (Full / Part Time)			Full time
13
14	Will the programme use standard University semester dates?					For York Online programmes, will standard dates for such programmes be used?
15
16	Awarding institution			University of York		Board of Studies for the programme			Archaeology
17
18	Lead department			Archaeology		Other contributing departments
19
20	Language of study and assessment			English		Language(s) of assessment			English
21
22	Is this a campus-based or online programme?			Campus-based
23
24	Partner organisations
25	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
26	N/a
27	N/a
28
29	Reference points
30	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
31	The University's Frameworks for Programme Design
32	The University's Frameworks for Programme Design
33
34	Credit Transfer and Recognition of Prior Learning
35	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
36	No
37	No
38
39	Exceptions to Regulations
40	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
41	n/a
42	n/a
43
44	Internal Transfers
45	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
46
47		Transfers in:	n/a			Transfers out:	n/a
48			n/a				n/a
49
50	Statement of Purpose
51	Please briefly outline the overall aims of the programme. 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.
52	The MA in Conservation of Historic Buildings Studies, established here in 1972, has an outstanding international reputation. It provides a unique mix of practice-based and theoretical learning for professional work in heritage conservation with a strong focus on historic buildings. The programme combines essential disciplinary knowledge and advanced scholarship with hands-on experience in sustainable building conservation practice. Working alongside experienced practitioners, you will engage with practical and professional issues in modules from an exciting range of related disciplines and develop your own hands-on experience in practice. You will enhance your experience through a curated placement that will focus your practice-based experience. Developing transferable and essential Masters-level research skills is an integral part of the course. Graduates from York go on on to successful early careers in conservation practice, in NGOs, public sector, heritage trusts and related areas of heritage management. For mid-career professionals, the course gives the opportunity to deepen applied knowledge of heritage conservation for established roles in the building sector, consultancy and research. 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. The programme is recognised by the Institute of Historic Building Conservation (IHBC) for UK practitioners working towards full professional membership of the IHBC and follows the internationally recognised ICOMOS Guidelines for Education and Training in Conservation.
53
54
55
56
57
58
59
60
61	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
62	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
63	PG Conservation of Historic Buildings			Exit only	Students will have progressed through 4 taught modules as well as fulfilled an abbreviated version of the ISM module, to earn this diploma, meaning that their engagement with all PLOs has been fully assessed.			Successful completion of 100 credits of taught modules, plus a 20-credit ISM extended essay in the summer term. No more than 60 credits of failed modules (marks less than 50) and no more than 40 credits of outright fail (marks less than 40). Modules with outright fails must be passed at reassessment for students to be awarded the diploma.
64	PG Certificate Conservation of Historic Buildings			Exit only	Students will have progressed through 4 taught modules to earn this certificate, meaning that their engagement with all PLOs has been fully assessed.			Successful completion of 4 x 20 credit modules. No more than 30 credits of failed modules (marks less than 50) and no more than 20 credits of outright fail (marks less than 40). Modules with outright fails must be passed at reassessment for students to be awarded the certificate.
65
66	Programme Learning Outcomes
67	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
68	1	DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate an applied, systematic, in-depth understanding of essential disciplinary knowledge of historic buildings, their conservation and relevant academic, professional and socio-economic contexts.
69	2	CRITICAL THINKING AND EVALUATION: Engage critically with current debates and advanced scholarship in local and international research and environmentally-sustainable practice and advance ethical, innovative and effective solutions in building conservation and related disciplines.
70	3	THEORETICALLY/ METHODOLOGICALLY INFORMED DECISION MAKING: Make well-informed decisions in complex, evolving situations by applying advanced, professional-level conservation principles and methods in assessing diverse problems and/ or datasets.
71	4	SYNTHESIS AND COMMUNICATION: Confidently synthesise and communicate conservation principles, outcomes and public benefit to peers, public or professional audiences through a variety of forms and media.
72	5	INDEPENDENCE AND RESEARCH: Demonstrate originality in approach, imaginative thinking and inventive methodologies in rigorous independent inquiry, using advanced research skills to advance knowledge and understanding in professional conservation practice.
73	6	COLLABORATION : Contribute proactively and collaboratively to the work of a team, using online digital resources and blending skills in leadership with awareness of the roles of disciplinary and professional specialisms in building conservation.
74	7	APPLIED KNOWLEDGE IN CONSERVATION PRACTICE: Apply knowledge of current policy, technical, and ethical frameworks for decision-making in building conservation, taking careful account of stakeholder interests (community, amenity and specialist groups), design principles and economic context.
75	8	ESSENTIAL CONSERVATION SKILLS: Assess and evaluate traditionally constructed buildings, their materials and performance, and adaptation in repair and retrofitting contexts with awareness of sustainable, long-term outcomes.
76
77	Diverse entry routes
78	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.
79	Students from all backgrounds are welcomed, enabling their successful transition by the provision of a wide range of support. A Dissertation skills module runs throughout the year and prepares students for all aspects of Masters level research and practice. This includes understanding broader research and professional expectations (e.g., academic integrity, time management, citation, ethics and research design), preparing them for their capstone dissertation, and honing specific skill sets (e.g. imaging, making maps), including PGT level digital literacy. Our PG student handbook provides a one-stop directory to the department and the PG experience overall, introduced during the induction week. Our virtual learning environment (VLE), email communications and student-staff forums further connect students and staff. Academic writing skills are supported through students receiving constructive feedback on formative plans for their summative essays. The formative assessment process for all our modules allows early identification of any issues with learning and academic skills. Additional academic English writing support is available via the University’s Writing Centre. All students are assigned a personal supervisor who can identify additional needs of students during one-to-one personal supervision meetings and can refer them to other resources in the university such as the Academic Skills Community. The department also has dedicated provision for disability and welfare needs, ensuring students with disabilities are appropriately supported. Special arrangements for assessment are put in place as required, tailored to individual student needs.
80
81
82
83
84
85
86	Inclusion
87
88	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.
89
90	Employability
91	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
92	The programme places strong emphasis on employability. Students have entered careers in conservation with organisations ranging from the National Trust, INTACH (India), National Trust (USA), English Heritage, York Civic Trust, local authorities, heritage consultancies and architect practices in the UK, Europe and in India. Students complete a variety of assessed formative and summative work to produce professional-style reports and assessments in formats in common professional use. Field visits engage students in live conservation projects and heritage management programmes on nearby sites where they interact with professional practitioners and consultants. A core curated placement also give students a chance to broaden their personal experience of the professional heritage sector. Through these, students develop new insights, understanding and skills in conservation practice that are directly relevant to future employment. Upon completing placements, students should have gained experience and knowledge of the implementation of heritage conservation policy and principles in the workplace / conservation sector, under the guidance of experienced professionals; developed an understanding of the contexts in which heritage conservation policy and principles are applied, and of real-world limitations; and developed experience in practical applications, facilitating critical reflection on the theoretical and philosophical issues raised in both core modules. Skills related to employability are also integrated into the Dissertation module for all taught PG students, with a Careers workshop also delivered to introduce students to different career pathways. The dissertation further engages students in real-world contexts, for example those in which they collect data, conduct interviews and create record documentation.
93
94
95
96
97
98
99
100