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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 MA in Conservation Studies
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Postgraduate Diploma PG Diploma in Conservation 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 PG Certificate in Conservation 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:
2022/23
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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 Archaeologyn/a
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Other contributing Departments: n/a
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Route code
(existing programmes only)		PMARCSCON1
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Admissions criteria
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A good honours degree (upper second or first class) in a relevant subject, or an equivalent qualification from an overseas institution. ‘Relevant subject’ is broadly defined for this course and, as well as Archaeology, includes subjects such as Architecture, Planning, Building Survey, Engineering,History, History of Art, Geography, Environmental Sciences. Mature students or those with practitioner or non-academic qualifications but with relevant professional experience in this field will be considered. For foreign language speakers, Level 6.5 IELTS is required.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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MA Conservation Studies 1 yearFull-timeSeptemberPlease select Y/NYesPlease select Y/NNon/a
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2 yearPart-timeSeptemberPlease select Y/NYesPlease select Y/NNon/a
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3 yearPart-timeSeptemberPlease select Y/NYesPlease select Y/NNon/a
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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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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 Louise Cooke is the programme leader. There is also significant input into programme and module design and delivery from Dr Ashley Lingle and on related cultural heritage aspects from Professor John Schofield and Dr Harald Fredheim.
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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 MA in Conservation Studies was established in York in 1972, and has an outstanding international reputation. It provides a wide choice of practice-based and theoretical learning for new and established professionals who wish to work in cultural heritage conservation in the UK and internationally.

The programme combines essential disciplinary knowledge and advanced scholarship with hands-on experience in sustainable conservation planning and practice, and related disciplinary fields such as digital heritage and documentation skills. Working alongside experienced practitioners and scholars, you will engage with technical and professional issues around sustainable adaptation and repair of historic buildings in urban and rural contexts, complemented by focussed skills modules chosen from an exciting and cutting-edge range of options. You will engage critically with their application and develop your own experience and reflection on practice. You will develop your research skills in an original, independently conducted research project.

The programme follows the internationally recognised ICOMOS Guidelines for Education and Training in Conservation and is designed specifically to meet the needs of students with a broad interest in conservation of cultural heritage. It develops transferrable skills in evaluation and assessment, digital applications, problem-solving, and communication.

The programme is enhanced by collaboration with heritage partners in the region including Historic England, York Civic Trust, local authorities, heritage bodies, third sector and commercial organisations. A voluntary work placement in a local heritage conservation organisation will enhance and focus your practice-based experience. Graduates from York go on to develop successful early careers in heritage conservation in public bodies, independent and commercial organisations 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, heritage consultancy and conservation research. Drawing on the longevity of the course graduates from the York Conservation Studies MA have had a central role in the development of conservation approaches and practice both in the UK and internationally.

The programme is offered full-time, or part-time to suit those in employment, and can be tailored, with a wide choice of introductory and advanced learning modules, for early- and mid-career professionals or to offer entry-level learning for those at the beginning of their careers.
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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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1DEPTH AND BREADTH OF KNOWLEDGE: Demonstrate an applied, systematic, in-depth understanding of essential disciplinary knowledge in the conservation of cultural heritage and awareness of its breadth and its relevant academic, professional and socio-economic contexts
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2CRITICAL 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 heritage conservation and related disciplines
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3THEORETICALLY/ 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
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4SYNTHESIS AND COMMUNICATION: Confidently synthesise research findings and key scholarly debates, and communicate (through a variety of forms and media) to peers, public or professional audiences, demonstrating an ability to consider and adapt to their respective needs
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5INDEPENDENCE 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
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6COLLABORATION : Contribute proactively and collaboratively to the work of a team, using online digital resources and blending skills in leadership with awareness of the breadth of disciplinary expertise engaged in cultural heritage conservation
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7APPLIED KNOWLEDGE IN CONSERVATION PRACTICE: Apply knowledge of current policy, technical, and ethical frameworks for decision-making in cultural heritage conservation, taking careful account of stakeholder interests (community, amenity and specialist groups)
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8ESSENTIAL CONSERVATION SKILLS: Assess and evaluate historic buildings, their materials, performance and significance in historic, contemporary, urban and rural contexts, with awareness of sustainable, long-term outcomes
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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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Learning outcomes for this programme engage students with fundamental aspects of heritage conservation theory, principles and practice, encouraging students to examine different perspectives and challenge their assumptions on how conservation is practised and its role in different contexts - local, national and international. Students are part of a stimulating learning community that will provoke them to critically analyse debates, policy, legislation, ethics, and public engagement in conservation along with their peers, tutors and the professional community. The learning outcomes also engage students in practice-based projects and activities, both assessed and unassessed, which extend their learning further, challenging them to produce work which mirrors standard professional outputs and expectations. Students receive guidance from a tutor with a relevant research specialism to support their work in a dissertation research project which they are developing from the start of the programme. This is an originally framed and independently conducted project to extend their knowledge of particular aspects of heritage conservation, in which they conduct research to deepen their understanding and develop their own interests. Should they choose to participate in our voluntary placement opportunity, or the Department's heritage planning studio, they will extend their knowledge base and skillset even further via direct, hands-on experience with a local heritage conservation practice or organisation.
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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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These learning outcomes produce a programme that is distinctively vocational and flexible, allowing students to not only deepen their understanding about a range of aspects of heritage conservation theory, policy and practice, but also to develop interests to take their engagement further through supported independent research and study, as well as voluntary placement opportunities. Students are able to guide their own specialisms and tailor the course in ways that most appropriately prepare them for the work place, selecting relevant practical skills modules to complement their chosen career pathway or personal interest. This will importantly enable graduates to contribute to public, institutional and individual action and take a critical perspective on current cultural heritage issues, and thus facilitate their involvement in decision-making. Students will write impact assessment reports, and devise presentations for a wide range of built heritage sites, and will work directly with local conservation organisations and practices, learning from their staff through fieldtrips and guest lectures, and contributing directly in the organisational workplace should they choose to participate in our voluntary placement programme. They will graduate from the MA with a series of transferable skills including the handling and management of large and complex bodies of information, project planning and assessment techniques, and communication to professional and public audiences. Students are prepared to make a difference both within the heritage conservation sector and beyond, including local government, computing and IT services, business and administration, marketing and public relations, education, the civil service, law and police authorities, and accountancy and financial services.
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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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Students from diverse disciplinary and heritage practice backgrounds are welcomed onto the MA in Conservation Studies, and successfully transition with the provision of a wide range of support. Our extensive induction programme in week 1 lays the foundations for understanding the taught PG experience in the Department. A support study group for mature students is provided. The non-assessed Dissertation Preparation module which runs throughout the Autumn and Spring terms, prepares students for all aspects of M-level research and practice, including understanding larger research and professional expectations (e.g., academic integrity, time management, citation, ethics), preparing them for their ISM (e.g., dissertation conception), and honing specific skillsets (e.g., archiving, imaging), including M-level digital literacy. Specific training on health and safety and risk assessment precedes practicals using hazardous materials and visits to working construction sites. Our PG student handbook provides a one-stop directory to the department and the PG experience overall. Our extensive internal webpages, our VLE, our mailing lists and use of specific technologies in individual modules (e.g., Google Groups), further connects students and staff. Formative assessment exercises provide students with feedback on their written work and assignment planning. Both report-style and essay assessments are used to cultivate different writing skills and formats. Refresher sessions related to certain skills are also held in the Spring or Summer terms to prepare students for their ISM research. English language training is offered to students whose first language is not English and additional academic writing support for those returning or new to higher education. Most core and options modules combine lecture and seminar or discussion formats to allow input of the theory from lectures to be complemented and discussed in smaller group formats. Core and skills modules progressively challenge students to design and present (orally and visually) projects in groups and individually, developing confidence and competences for the Assessed Lecture (part of the ISM module). Our PGT programmes provide extensive pastoral and academic supervision support across the whole academic year (including summer).
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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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Core modules allow fundamental knowledge to be covered, which is then further developed through students’ choices of specialist Options modules. Students also select skills modules to familiarize them with particular practical aspects of archaeological practice, and to complement their in-depth theoretical learning from the Core and Options modules. The Dissertation Preparation module runs in parallel with the Core, Options and Skills modules, developing students’ capacities with larger and generic research and professional expectations (e.g., academic integrity, time management, citation, ethics), preparing them for their ISM (e.g., dissertation conception), and honing specific skillsets (e.g., archiving, imaging), including M-level digital literacy. From the start of the Spring term, aspects of the ISM are introduced in non-assessed, formative fashion, including preparation of a research proposal, matching of students with dissertation supervisors, and familiarization with the Assessed Lecture component of the ISM. This then leads students seamlessly into the ISM, where research proposals are confirmed, ethics approved (where necessary), and Assessed Lecture conducted.
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v) ... how 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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Through the two-term compulsory Dissertation Preparation module, all Masters students are introduced to key concepts in digital literacy, including critical thinking through/with digital technologies, use of core technologies like Google Docs and Word, and key skills including digital archiving and imaging. Student learning is supported through live-streaming of our YOHRS and York Seminar Series, respectively. Individual core, option and skills modules (e.g. Heritage Protection and Issues in CH Conservation) prioritise technology-enhanced learning through use of Google Groups and experimentation with public-facing communication strategies. Conservation Students engage with qualitative and quantitative methods and bodies of complex data in their dissertation research and are prepared foo this with dedicated modules in the Dissertation Preparation sessions and refresher sessions in the summer term.
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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 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. Voluntary placements and participation in the Department's heritage planning studio 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; 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 Preparation module for all taught PG students, including specific Careers-focused and PhD application-focused session. The ISM further engages students in real-world contexts, for example those inwhich they collect data, conduct interviews and create record documentation.
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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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All Masters programmes are directly linked to the Department's research priorities and themes and led by research-active academics. Students are invited to attend both our YOHRS and York Research seminars, which run across terms 1 and 2 and are also live-streamed and accessible online, and 'town' meetings of local conservation bodies such as the York Consortium for Conservation and the York Civic Trust. All teaching and learning content is designed to reflect and signpost the latest research. Most teaching staff are recognised experts in their research and professional fields and use their specialist knowledge to inform their teaching. The Department's Centre for Conservation Studies has an active research group of post-doctoral, faculty and PhD students and the York Conservation Alumni Association organises regular study visits and events designed for students to engage with heritage professionals on current projects .
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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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Successful completion of 2 x 20-credit Core modules, plus Skills 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. Students will have progressed through their two core modules and completed all skills modules to earn this certificate, meaning that their engagement with all PLOs has been fully assessed.
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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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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. Students will have progressed through their two core modules and a combination of Option and Skills 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.
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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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As noted above.
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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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Students have some flexibility in the arrangement of their programmes, allowing for personal choice in skills modules. The ideal model incuding 2 x 5 credit skills modules per term outlined below, however, of 2021/22, new 10 credit skills modules have been introduced that include some that were previously 5 credits. As students on this course must take a 5 credit core skills module each term, if they would like to take a 10 credit skills module, they will need to take 15 credits of skills modules in one term and 5 credits in the other.
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ModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20ARC00014MCore 1: Approaches to ConservationSEA
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20ARC00015MCore 2: Issues in Cultural Heritage ConservationSEA
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20Option 1SEA
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20Option 2SEA
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5Skills 1SA
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5Skills 2SA
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5ARC00063MCore: Practical Building Conservation SkillsSA
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5Skills 4SA
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80ISMSSSASEA
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Please indicate when the Progression Board and Final 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 BoardMay
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ReassessmentAugust
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Exam Boardlate October
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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: Students have some flexibility in the arrangement of their programmes, allowing for family, personal and professional commitments. The ideal models for 2 year and 3 year Masters degrees are outlined below. Students must take 20-credit Core 1 in the Autumn term of Year 1, and ideally Core 2 in Spring term, plus skills modules at some point in Year 1 (denoted as Skills 1 and Skills 2), ideally one in Autumn, one in Spring (as decided in discussion with their personal supervisor and based on their other commitments).

The ISM begins in Year 1, from the start of the Autumn term, via attendance of some or all of the Essential Skills lectures over the course of the year. In Year 2, students will attend any remaining or missed Essential Skills lectures and refresher sessions, followed by submission of non-assessed dissertation proposal in Week 7 Spring term, supervision allocation by the end of Week 9 Spring term, Assessed Lecture in Week 6 of Summer term, non-assessed ethics applications submitted in Week 7 of Summer term, Dissertation submission in Week 13 of Summer Vacation
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20ARC00014MCore 1: Approaches to ConservationSEA
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20ARC00015MCore 2: Issues in Cultural Heritage ConservationSEA
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5Skills 1 or....SA
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5...Skills 1SA