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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 Stained Glass Conservation and Heritage Management
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Postgraduate Diploma The PG Diploma is available as an Exit Qualification for any student who completes successfully all year one option modules INCLUDING the Studio Placement, but does not proceed to the dissertation.Please 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 The PG Certificate is available as an Exit Qualification for students who do not progress beyond the studio placement in year one. Any three of the four option modules during year 1 must be completed successfully to earn the PG Certificate. The final summative assessment for the Introduction to Stained Glass Conservation module does not need to be completed for the PG certificate. Please 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 History of ArtHistory of Art
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Other contributing Departments: Archaeology
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Route code
(existing programmes only)
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Admissions criteria
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Minimum of BA 2:1 in Art History, History, Fine Art, Archaeology, Conservation Studies, or related subject, and, for non-native speakers, high levels of English language competency, usually equated to an overall IELTS score of 7 with a minimum score of 6 in the writing component. Candidates must also be able to satisfy the general admissions requirements of the University of York. Applications must include a sample of written work. Applications are evaluated by the Course Director, and where it is felt necessary, s/he may invite applicants for interview, particularly in the case of mature applicants. The History of Art department welcomes applications from candidates with a wide range of educational backgrounds, and from mature and overseas students. In certain cases, the Graduate Chair may put additional conditions on entry.
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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 in Stained Glass Conservation & Heritage Management2 years FT (we would discuss a P/T option only in exceptional circumstancesFull-timePlease select Y/NYesPlease select Y/NNo
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Language(s) of study
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English (with options to study other languages)
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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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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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Sarah Brown (Course Director) 2018 and 2019; Gillian Galloway, Administrator, 2018 and 2019
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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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In studying for the MA in Stained Glass Conservation and Heritage Management you will join the first and only programme of its kind in the English-speaking world, offering an integrated study of the history and technology of stained glass and its conservation, a course designed to meet a demand for qualified practitioners in this international field, taught in the UK’s preeminent centre of stained glass conservation and scholarship. You will acquire cutting-edge conservation and craft skills in our custom-designed conservation studio and learn to deploy them within a rigorous conceptual and ethical framework. Your 16-week studio placement in a leading practice in the UK, Euope or the USA will enable you to hone these skills while working alongside the world's leading stained glass conservators and heritage professionals. The course will ensure that you also develop a wide range of transferable interdisciplinary skills in art history, conservation studies and cultural heritage management, preparing you for employment in stained glass conservation at the highest levels, but also for a career in the cultural heritage sector, in arts administration, museum curation, collections care, and the administration of historic buildings. The programme also prepares students for higher research degrees.The course is suitable for both students from the practitioner community who seek the academic qualification needed to take them into leadership roles in their profession and by those with a strong academic background seeking to develop a career in the forefront of conservation practice. A high proportion of our graduates are already employed in stained glass conservation studios in the UK, Europe and the USA, and in cultural heritage institutions and the museum sector.
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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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1display an authoritative and critical command of past practice and current trends in the conservation and care of historic stained glass and be able to move beyond country-specific traditions to engage critically with the international context of conservation practice and research in this field
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2produce work that is compliant with the rigorous professional international standards and guidelines relating to stained glass conservation and heritage management (Corpus Vitrearum, ICOMOS etc)
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3produce work and present professional documentation and scholarly research in conservation practice and heritage management, including the use of appropriate digital tools and skills, to international standards
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4develop the capacity to work as a conservation practitioner in decision-making and leadership roles through the conduct of autonomous conservation projects which evaluate, and, where appropriate, employ a range of conservation treatments
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5relate in an original and critical manner to a range of sources, problems, significant methodologies and techniques, and new insights from the forefront of the discipline that are most relevant to your interests, enabling you to manage and undertake significant and original post-graduate level research on art historical, archaeological and technical materials and conceptual issues
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6be equipped with skills in conservation and documentation, and scholarly research and presentation to join the international practitioner community at the highest level of international, professional practice.
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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 reflect the ambitious character of the programme, which was devised to meet a demonstrable need for highly qualified graduates in this specialist conservation profession, demanding intellectual engagement and rigorous critical and technical skills. Throughout the programme, students are encouraged to interrogate and engage with a broad range of evidence and approaches to conservation, and to develop original and creative approaches to the study and understanding of the stained glass medium. Through skills modules, seminars and lectures they are then encouraged to expand and develop a multiplicity of approaches, to critically evaluate current approaches to conservation, scholarly and ethical debates and primary sources. The training received allows the students to develop as independent researchers, with detailed knowledge and critical understanding in a variety of materials, areas, techniques and epochs. The teaching on the MA encourages the students to develop as able communicators, both verbally and visually. Throughout, the breadth of approaches studied allows students to consider how their graduate skills can be applied to future careers or research after the MA.
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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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The York MA is already distinctive in being the only graduate course available to English speakers and is also characterised by its empahsis on a substantial studio placement. It is also a course in which students are encouraged to look at the medium of stained glass and its conservation beyond national and chronological boundaries, as expressed in PLO1. While the training ensures that students have mastered a wide range of current techniques and approaches to stained glass conservation, the emphasis of the course is on developing the students' capacities to critically analyse evidence from the different periods and contexts and obtained through a multiplicity of approaches. PLOs 2 and 3 ensure that students are prepared to engage with current practice at the highest international level, while PLO4 and PLO6 makes explict our objective to produce decision-makers and leaders in the field - chiefs rather than indians. PLO 5 reflects the way in which the programme will prepapre students to move on to further research in the field, well equipped for the challenges of doctoral work.
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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 nature of the field and the absence of a clear undergraduate path to the study of this subject at MA level means that it is typical for students to commence the programme from diverse entry routes. Students' transition is facilitated through the intensive skills modules and the interdisplinary character of the core modules followed in the first year, which enables them to familiairise themselves quickly with the different approaches, technical skills and research questions relevant to the medium of stained glass over the wide range of periods and geographical areas covered by the MA. Module seminars encourage students to ask questions, engage in discussions and benefit from peer learning. Assessment tests them in their writing and communication skills, while seminars ensure that they develop confident and professional skills of communication and advocacy, both verbally and visually. The placement develops their capacity to apply their learning in real-life and real-time environments, interacting with peers, clients and custodians of historic stained glass. In their second year the autonomous conservation project tests a range of technical and intellectual skills, and encourages the development of mature judgement and the capacity to design and manage an independent project. The dissertation workshops in the second year, employing conference-style presentation and group discussion, lay the foundations for the design of the dissertation research project.
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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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The structure of the MA in Stained Glass Conservation and Heritage Management ensures that students are provided with a programme allowing progression, with appropriate support towards achieving a master's degree. Introductory sessions with the library, the online academic integrity test, and skills modules offered in both years of the 2 year course provide the grounding and the tools that allow student development and progression from the beginning of their MA. Skills are further developed during the placement in year one and are reinforced and enhanced in the second year, particularly in the Advanced Techniques module. Throughout, students are engaged in friendly and lively seminars with expert and research and practice-led teaching (both the Course Director and principal visiting lecturer are also leading practitioners in the field). Student learning is supported with case studies used in seminars and reading lists facilitating an introduction to relevant approaches and methods and engaging students with advanced academic and scholarly work. In addition to demonstrating mastery of a wide range of technical, theoretical and historical issues, students need to show competence in research, logic and argumentation, and visual presentation through written assessment and oral presentations, which receives individualised written and verbal feedback. This provides structured, supportive comments on personal development which can be incorporated into future work, including the dissertation. The dissertation is supported by close liaison with the research supervisor (normally the course director, supported by the principal visiting tutor), with 4 support meetings arranged from the beginning of the Summer term. The supervisor provides guidance on bibliography, footnoting, planning and structuring the dissertation, and gives feedback on the first drafts of written work.
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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 classroooms, response 'clickers' in lectures, simulations, etc).
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The MA introduces students to academic research through digital platforms, ensuring that their core research and writing skills are supported by digital awareness. The MA makes extensive use of the VLE, which is a crucial element of the student’s interaction with the programme. All modules have VLE sites, through which students access week-by-week teaching content, images and further reading and resources. It is used for an online Academic Integrity tutorial completed before students submit their first piece of assessed work. For the core Research Skills course and in option modules, tutors engage with relevant digital resources across the module or for individual seminars. Students use word processing for essay and dissertation submissions and reference management systems to compile bibliographies. Students are also encouraged to use digital imaging techniques in the design and creation of professional conservation documentation. All students have access to digital literacy training through the university’s central provision. Much importance is given to the editing and quality of images. The range of single subject modules of the MA introduces students to a broad spectrum of digital literacy skills, supported by bespoke guides and a subject liaison librarian.
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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 employablity objectives should be informed by the University's Employability Strategy:
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The modules offered by the MA in Stained Glass Conservation and Heritage Management, some unique to the programme and some shared with students enrolled in other History of Art and Archaeology MA programmes, combined with its focus on skills training provided in the bespoke conservation studio and developed while on placement, provide students with a tailored and distinctive skill of direct relevance to a career in stained glass conservation in an international context. The skills in digital literacy, written and verbal communication, object handling, management of workload and working to deadlines, skills of advocacy and negotiation and a degree of commercial awareness gained from applying their skills in a studio context, can also lead into a wider range of careers in the cultural heritage and museums sector, as has been demonstarted by the success of our graduates. The digital literacy skills associated with writing essays and preparing the dissertation provide a solid foundation and have application in the work place, enabling graduates to undertake independent research and to produce high quality written and visual material. Our distinctive 'master-class' series, which brings academic peers and external practitioners into contact with our students, together with the networking opportunities provided by the placement, contributes signifianctly to career building. Career development for postgraduate students is provided through bespoke support from the Careers Service whilst additional workshops and interdisciplinary training programmes are also led by the Humanities Research Centre.
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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 international reputation of the History of Art department, the high profile of stained glass studies within the department and the direct enagement of three members of staff in research in the discipline means that research forms a core component of the teaching for the MA in Stained Glass Conservation and Heritage Management. A stained glass project scored the highest national Research Impact score in history of art in REF 2013. The Skills modules familairise students with cutting-edge research standards, allowing students to understand how different approaches and methods are used to study the medium. Through the Spring and Autumn terms, students engage with research-led teaching by staff working at the forefront of their own research fields. Options from the Archaeology department allow students to interact with staff teaching from an inter or trans-disciplinary perspectives. Teaching provides students with an understanding of the framework within which research is carried out through an introduction to key issues within each module, encouraging engagement in debates and questioning of evidence. Students have also access to a Monday research seminar series from world-leading academics presenting their latest research, which further expands the reach of the artworks and buildings to which they are exposed. The Stained Glass reseach School organises an annual programme of events with a more specialist focus, and the master-class events in the Autumn and Spring terms bring external researchers and practitioners toYork to broaden yet further the students' contacts with the research community in their chosen field.These activities all provide students with an insight into high-level research which feeds in turn into their own research, writing and preparation for dissertations. Dissertations are supported through the expertise of a supervisor working at the forefront of their discipline and through a structured supervisory process. Staff experience is invaluable in supporting students in considering future employment and/or academic research.
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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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The PG certificate forms the exit award for the programme. To be eligible, students must have passed 60 credits. This means that any three of the four option modules must be completed successfully to earn the PG certificate.
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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 Year 1 modules, including the Placement report, must be completed to be awarded the PG Diploma. These include the Introduction to Stained Glass Conservation (10 credits), History and Theory of Stained Glass Conservation (20 credits),Painting on Light (20 credits), Approaches to Conservation (20 credits), Issues in Cultural Heritage Management (20 credits) & the Placement report (90 credits).
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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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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20HoA00042MYear 1 Core Module History & Theory of Stained Glass ConservationSEA
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EA
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20HoA00060MYear 1 Core Module Painting on LightSEA
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20ARC00014MYear 1 Core Module Conservation Studies: Issues in Cultural Heritage ManagementSEA
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10HoA00043Year 1 Skills Module Basic Glass Handling and Introduction to Stained Glass Conservation PLUS Spring Master Class reportSEAEA
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90HoA00033MYear 1 Studio Placement (16 weeks) SS
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20HoA0002MYear 2 Core module Art & Imagery in York MinsterSEA
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20ARC00012MYear 2 Core module Cultural Heritage Management 1:Concepts, Principles and PracticeSEA
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20HoA00045MYear 2 Core module Advanced Techniques in Stained Glass ConservationSEAA
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20Year 2 Options module - see below for indicative list A belowSEAA
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10HoA00044MYear 2 Skills Module Dissertation workshops PLUS Spring Master Class reportSEAA
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90HoA00034MDissertationSEAE
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Please indicate when any Progression Board and Exam board will be held and when any reassessments will be submitted.
NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
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Progression BoardWednesday of Week 10, Autumn Term 2019
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ReassessmentThree weeks after the initial release of results for the relevant assessment
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Exam BoardWednesday of Week 6, Autumn Term 2019
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7.b. Optional module lists

If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
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Option List A Spring Year Two - Indicative list of options modules for Spring term of year 2Option List B Option List C Option List D
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Mapping the World 1100-1300
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Churches and High Crosses
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Interpreting Northern Renaissance Art
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Cultural Heritage Management 2: Museums, Audience and Interpretation
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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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Through the MA in Art History, students develop skills working independently, as it forms a key part of the taught component of the core and optional modules. Through the structured reading for each seminar and the close engagement with visual and material records, students are able to develop skills which enable them to actively contribute to seminar discussion. Through weekly reading commitments and provision of core and supplementary reading lists, as the course progresses students will be encouraged to broaden their reading and their research to establish a progressive sense of forward momentum. Students can demonstrate their wider reading and engagement with primary sources through the essays submitted for assessment. Options modules and the skills module in year one prepare the students for their studio placment in year one. Options modules, the skills module and the studio placement in turn have prepared students to undertake an autonomous technical conservation project in the spring term of year 2, while the reading for seminars and essays and the writing of assessments, augmented by the dissertation workshops in the spring term of year 2, prepares students for undertaking their dissertation in the Summer term and Summer vacation of their second year. Students are supported in the preperation of their dissertation through submission of draft texts and regular meetings with supervisors who provide support and guidance as the dissertation develops. By the end of the Summer, students have gained further independence, enabling them to review and submit the final text of the dissertation in September.
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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.
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Staff contact time with students is a core component of the MA and commences in the first week of term with a tailored intensive induction week in the conservation training studio, in addition to introductory meetings to options modules and induction into use of library and IT facilities etc. Every student meets the Course Director for a 1:1 termly discussion of their aspirations for the course and their personal progress, together with their placement, research and career plans. The Course Director then continues to act as personal supervisor for all members of the cohort, who also have access to the Graduate Chair, if required. Strong academic as well as pastoral support is provided thereby. For each module, each student receives feedback on his/her class performance. Throughout the MA, such reports are used to support and develop student learning. Each assessment is also complemented with one written report returned within four weeks of submission and accompanied by the opportunity to meet with the course director to review and discuss. Students have regular contact with the course director and all the module leaders, in person and electronically via VLE sites and email correspondence. Students can make additional appointments to meet the course director as necessary. Dissertation supervision provides support and guidance as students work on their dissertation. The vibrant and active research environment of the History of Art Department (voted Best in the U.K. at the 2014 REF) and the wider HRC allows students and staff to discuss and engage in activities and events, including reading groups, guest lectures and conferences. The department's Stained Glass Research School organises a programme of specialist events and brings MA students into contact with the department's doctoral candiates in the field. Students can provide feedback and comment to staff through representatives attending Graduate Committee where matters can be raised and which can be taken up by Teaching Committee or BoS.