MSc Digital Archaeology Programme Specification 2023-24

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised February 2023
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6	Programme Title			MSc Digital Archaeology
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8	This document applies to students who commenced the programme(s) in:			2023		Award type			MSc
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10	What level is this qualification?			7		Length of programme			1 year
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12	Mode of study (Full / Part Time)			Full time
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14	Will the programme use standard University semester dates?			YES		For York Online programmes, will standard dates for such programmes be used?
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16	Awarding institution			University of York		Board of Studies for the programme			Archaeology
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18	Lead department			Archaeology		Other contributing departments
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20	Language of study and assessment			English		Language(s) of assessment			English
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22	Is this a campus-based or online programme?			Campus-based
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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
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28	Reference points
29	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).
30	The University's Frameworks for Programme Design
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32	Credit Transfer and Recognition of Prior Learning
33	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
34	No
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37	Exceptions to Regulations
38	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.
39	N/a
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41	Internal Transfers
42	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.
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44		Transfers in:	n/a			Transfers out:	n/a
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47	Statement of Purpose
48	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.
49	The MSc in Digital Archaeology provides you with practical experience and critical theoretical engagement with the process of designing and implementing a digital project in the archaeology and heritage sector. The University of York’s Archaeology Department has been at the forefront of researching and developing archaeological computer applications since the early days of digital practice in the discipline. For more than 20 years, it has hosted the world’s first online peer-reviewed e-journal for archaeology, and it is also the home of the world-leading Archaeology Data Service - the UK’s national digital data archive for the historic environment. Your time on the programme will develop your critical understanding of these services, and position you at the forefront of research and development in archaeological computing. Through a combination of academic studies and research, you will develop vital knowledge of the digital and internet technologies used for disseminating, publishing and archiving archaeological information. The flexible model of module optionality built into the programme enables you to choose modules, such as practical skills in 3D modelling, GIS, digital imaging, databases and other technologies used for analysing and visualising archaeological information. You will have the option to undertake a curated placement which can offer you practical work experience for future career development. You will also receive tailored careers advice from staff with significant experience of recruiting within the sector. This focus on employment has led our alumni to PhD studies, and to posts in contract units, county-based records institutions, museums, national and international governmental and non-governmental organisations, as well as in digital publication and project management. Several graduates have also gone on to found their own consultancy businesses. 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.
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60	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).
61	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
62	PG Diploma in Digital Archaeology			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.
63	PG Certificate in Digital Archaeology			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.
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65	Programme Learning Outcomes
66	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...'
67	1	DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate an applied, systematic, in-depth understanding of essential disciplinary knowledge of Digital Archaeology, and awareness of their breadth and relevant academic, professional and socio-economic contexts.
68	2	CRITICAL THINKING AND EVALUATION: Engage critically with current debates and advanced scholarship in local and international research and practice around Digital Archaeology in order to evaluate the field of practice.
69	3	THEORETICALLY/ METHODOLOGICALLY INFORMED DECISION MAKING: Inform decision-making in complex and unpredictable situations by assessing and applying advanced, professional-level Digital Archaeology theories and methodologies to diverse problems or forms of data.
70	4	SYNTHESIS AND COMMUNICATION: Confidently synthesise research findings and key scholarly debates, and communicate (through a variety of forms and media) to peers, public and professional audiences in such a way that demonstrates an ability to consider and adapt to their respective needs.
71	5	INDEPENDENCE: Demonstrate originality in rigorous and imaginative independent inquiry, using advanced research skills, and a clear contribution to the work of a team.
72	6	APPLIED ETHICAL AND REFLEXIVE PRACTICE: Engage in critically self-aware and ethically-informed decision-making in order to develop impactful projects in the field of Digital Archaeology which respond to the requirements of specific professional or academic environments.
73	7	ESSENTIAL SKILLS FOR Digital Archaeology: Demonstrate professional-level competence with a variety of technologies used to publish, archive, analyse, visualise and interpret archaeological and heritage information.
74	8	APPLIED SKILLS IN Digital Archaeology: Apply leading edge theoretical and methodological developments in Digital Archaeology to managing the constraints of a workplace in the archaeological sector or in relation to serving specific local communities and real-world stakeholders.
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76	Diverse entry routes
77	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.
78	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.
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87	Inclusion
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89	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.
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91	Employability
92	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.
93	The programme places strong emphasis on employability. Students complete a variety of assessed formative and summative work that mimic real-world outputs, including reports, digital resource development, and critical appraisals of existing digital initiatives. They may also participate in a series of fieldtrips to nearby sites to learn directly from heritage managers and curators. The Curated Placement optional module also gives students a chance to broaden their personal experience of the professional archaeological sector. This module draws on and contributes to the knowledge and experience they gain on taught courses, while enabling them to develop new insights, understanding and expertise in Digital Archaeology that are valuable in future employment. Upon completing placements, students should have gained experience and knowledge of the implementation of information systems policy and principles in the workplace/cultural sector, under the guidance of experienced professionals; developed an understanding of the contexts in which digital archaeology 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 the core modules. Skills related to employability are also integrated into the Dissertation module for all taught PG students, including a specific Careers-focused session. The dissertation further exposes students to real-world settings, for example those settings within which they collect data. Emphasis on employability is evident in 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.
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