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1. Admissions/ Management Information
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Title of the new 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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Taught programme design
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Masters MA in Women's and Gender Studies (GEMMA) (On successful completion of the international mobility, students will also be entitled to an award of a master's degree from the partner institution and an additional certificate certifying that the separate degrees have been awarded in the framework of GEMMA)
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Postgraduate Diploma Postgraduate Diploma in Women's and Gender StudiesPlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate Postgraduate Certificate in Women's and Gender StudiesPlease indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2019
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department Centre for Women's StudiesCentre for Women's Studies BoS
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Other contributing Departments:
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Route code
(existing programmes only)		NA
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Admissions criteria
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•        Bachelor degree to 2.i standard or equivalent
•        And/or relevant experience (through work; volunteering; or similar)
•        Language requirement: IELTS 6.5 or equivalent (if students wish to study modules during their mobility period that are not taught in English, they would need relevant language skills (level B2) in either Spanish or Italian (the other two GEMMA languages)
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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 Women's and Gender Studies (GEMMA)2 yrs ftFull-timeSeptemberPlease select Y/NYesPlease select Y/NNoincludes study abroad
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Language(s) of study
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English. (During the study abroad, students may have the opportunity to study modules in the Spanish and Italian language should they have the required level of language competency.)
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Language(s) of assessment
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English (During the study abroad, students may have the opportunity to be assessed in the Spanish and Italian language should they have the required level of language competency.)
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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: Yesif Yes, provide details
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In order to qualify for the award of the MA in Women's and Gender Studies (GEMMA) students will need to complete the full two-year, 240 (York) credit programme which includes a period of study abroad and successful completion of the partner institution's masters programme. In order to progress to year two and the period of study abroad, students will need to successfully complete year 1 modules. Only on qualifying for both independent masters awards will students be deemed to have completed the programme under the GEMMA initiative and be eligible for the additional certificate stating award of the double degree under the GEMMA framework. Delivery of the MA in Women's and Gender Studies (GEMMA) will be in accordance with the COOPERATION AGREEMENT FOR THE GRANTING OF A DOUBLE MASTER’S DEGREE (SECOND CYCLE DEGREE) IN WOMEN’S AND GENDER STUDIES signed by the University of York and partner institutions.
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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 Rachel Alsop
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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 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 two-year MA in Women’s and Gender Studies (GEMMA) is a double MA programme and the first of its kind worldwide, recognised as a ‘Masters of Excellence’ by the European Commission. It offers you the unique opportunity to obtain a double masters award through combining a first year of study at York’s world-leading centre for feminist scholarship with an exciting period (up to the full second year) spent studying at one of our European partner universities. Cross-cultural study is therefore built into the programme, with an independent study module (dissertation) supervised by an international team made up of a scholar from both institutions. At York, you will be working alongside prominent academics in the fields of, for example, gender and sexuality, masculinity, queer studies, activism, digital culture, feminist pedagogy, political violence, terrorism and perpetrator studies, exploring a range of theoretical and methodological approaches to Women’s and Gender Studies.

You will engage in key debates within these areas, developing a critical awareness of the gendered aspects of social, cultural and everyday life. Studying together with students from diverse disciplinary, cultural, national and activist backgrounds, both at York at your overseas university, you will be encouraged to engage creatively and critically within and across these ‘differences’. You will join a thriving international community, working closely alongside our parent departments of English and Related Literature and Sociology. Our innovative curriculum is designed to challenge your preconceptions, encouraging you to reflect on the wider ethical implications of feminist research, including power relations and the researcher’s own positionality. The programme will foster your understanding of a range of significant issues and developments within feminist theory and feminist ideas. The emphasis furthermore on interdisciplinary feminist methodologies and practical research skills will enable you to conduct a substantial piece of independent research, either at York or at your partner university and supervised cross-culturally. The MA in Women’s and Gender Studies (GEMMA) offers an equally suitable foundation for those wishing to pursue doctoral research, a career/career development in NGOs, women’s organisations, academia, social and other public sector work; and for those who are passionate about the subject and want to explore future options.
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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 can be expected to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements for the PG Certificate and four-eight for the PG Diploma 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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1Interrogate and explain key feminist ideas and the cultural, historical and inter/national contexts in which they emerge, with a nuanced understanding of the differences amongst women with regard to categories such as race, ethnicity, class, age, dis/ability, sexuality.
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2Analyse gendered lives and wider socio-political and cultural issues in diverse inter/national contexts through the application of interdisciplinary feminist approaches to knowledge, with a nuanced understanding of the intersections between feminist thought and wider social and cultural debates.
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3Recognise the complexity of power relations and how these inform one’s critical practice by demonstrating reflexive insight into the ethical and political issues inherent in scholarship.
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4Apply and demonstrate sophisticated knowledge of research methods and methodologies, with a nuanced understanding of their strengths and limitations.
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5Plan, design and undertake a substantial independent research project, with appropriate cross-cultural awareness, through the application of appropriate theories and methodologies.
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6Independently locate, manage, synthesise and present complex ideas from multiple sources through the use of digital skills.
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7Communicate complex arguments cogently and with nuance in written and/oral form to a standard expected of scholars and of professionals in diverse careers, thus enhancing their employability.
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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) Why the PLOs are considered ambitious or stretching?
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The programme is designed to encourage you to develop your knowledge of feminist theories, histories and the inter/national contexts in which they emerge. It encourages you to interrogate the very meaning of knowledge and the hierarchies embedded within knowledge production, enabling you to critically evaluate your own ways of understanding and knowing. This, in addition to the close attention paid to questions of reflexivity in research, will raise your awareness of the power dynamics that exist, both in research and in everyday life. Furthermore, the programme’s focus on interdisciplinary feminist methodologies will challenge you to venture outside of your disciplinary comfort zones in a supportive environment, enabling you to explore different ways of learning and conducting research
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The PLOs demonstrate that you will accumulate knowledge that develops your understanding of feminist research and of research skills more generally as you progress through the programme. During this process, you will be encouraged to engage critically with aspects of your lives that you may previously have taken for granted. The PLOs reflect the programme’s focus on the development of critical thinking, something that you will apply to engage with a range of feminist theories, with the contexts in which feminist ideas and activism emerge, as well as with the meaning of knowledge production. Additionally, the programme exposes you to a variety of interdisciplinary methods, offering you creative and relevant tools with which to conduct research. As a result, and within the supportive environment at the Centre and at your overseas university, you will be challenged to think about the ways in which you learn, and to consider how knowledge production goes beyond formal teaching and research environments. Furthermore, the PLOs are designed to emphasise feminist sensitivity to difference, diversity and power relations, advocating reflexivity that is transferrable, applicable in the realm of public engagement and in career development. These skills will allow you to scrutinise your own preconceptions and to engage with wider social and political issues in diverse inter/national contexts, facilitating your development into responsible, sensitive global citizens.
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iii) Please 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
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The Centre uses the VLE to provide information on studying at and living in York before your arrival. At the start of the academic year, all students are required to attend a 45-minute IT training session and to complete the Academic Integrity Training course on the VLE. For international students, the Centre runs workshops to help enhance conversational English and academic writing skills in terms 1 and 2 (these will be available to students in both years 1 and 2). This also enables students to understand and meet the academic requirements at the Centre and in UK academic culture more generally. Members of staff are all aware of and can point you towards the support offered by the University (Centre for English Language Teaching; the Writing Centre). The programme’s focus on interdisciplinary approaches to Women’s and Gender Studies means that students with different disciplinary knowledges can all contribute to learning activities in the form of independent and group work. In addition, our programme privileges diversity and interculturalism within the curriculum, enabling students of different experiences and national and cultural backgrounds to critically engage with feminist ideas. Finally, the core module in term 1, ‘Feminist Histories – Feminist Historiography’, requires you to submit a 2000-word procedural essay in week 7, with tutors offering detailed written feedback and supervisory meetings to discuss this feedback.
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iv) Please explain how the design of the programme enables students to progress through to the end of the award? For example, in terms of the development of research skills, enabling students to complete an independent study module, developing competence and confidence in practical skills/ professional skills, (See: QAA Mater's degree characteristics http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2977#.WS1JOevyu70).
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‘Feminist Histories – Feminist Historiography’ (core module; term 1) broadens students’ knowledge of feminist ideas and the diverse contexts of their emergence, laying the foundation for an in-depth, theoretical interrogation of (feminist) knowledge production in ‘Ways of (Feminist) Knowing’ (core module; term 2). ‘Feminist Research Methodologies’ (core module; term 2 and 3) encourages students to further develop as ‘feminist researchers’ through the adoption of a reflexive practice and a critical awareness of the politics and ethics of research.

Developing knowledge and independent essay-writing experience in term 1, and guided by detailed feedback, students are encouraged to further develop their skills in communicating complex ideas in written form in term 2 and beyond, while dissertation workshops in term 3 help students to develop ideas for the dissertation. Meanwhile, a wide range of option modules at York in year 1 and at the mobility university in year 2 further prepare students for specialising in and having the research skills for the dissertation, completed at York or at the mobility university with a supervisory team from both institutions.

Students will be informed of Languages for All opportunities at the start of year 1 should they wish to undertake language classes suited to their intended mobility country.
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v) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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Students develop digital literacy in a variety of ways. You will become familiar with the VLE in order to access information about the course, course materials, and you may be asked to use the discussion board on certain module VLE sites so as to engage with fellow students and/or with tutors in certain learning activities. The University’s email system is crucial for the communication between staff and students, and its usage – alongside the use of Google packages such as Drive and Calendar – will be expected. The programme also requires that students are able to access digital research materials and navigate basic word processing programmes in order to complete and submit their written assessments, including essays and portfolios. Additionally, you are strongly encouraged to use online resources to conduct your independent study, such as locating and accessing relevant literature through the Library’s search engines, archives and Google Scholar. The Centre offers compulsory basic IT training at the start of the academic year to help you develop digital skills and to navigate the University’s online systems. In term 1, our liaison librarian offers a workshop for using online library resources and, in term 3, a workshop tailored to dissertation research. The Library also provides Digital Wednesdays training events, and one-to-one tutorials upon students’ request. Finally, members of staff refer students to workshops run by the University in order to enhance specific IT skills, including the use of NVivo, Endnote and TurnItIn. 
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vi) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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Careers, skills and support
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The programme enhances students’ critical thinking and research skills, fosters the ability to communicate complex ideas with nuance and awareness of difference and diversity and helps students to develop as both team players and independent researchers who are able to successfully carry out substantial research projects. These skills are crucial for students who want to pursue a research degree after the programme – and many of our students do – or work in international or national organisations that engage with issues around, for instance, human rights, politics and welfare support. The learning outcomes on digital literacy and the communication of ideas are more ‘general’ skills that are transferable to all careers. Every year, the Centre for Women’s Studies organises workshops and talks – as part of the Feminist Research and Careers Skills (FRACS) events – inviting our alumni to share their experience and careers after Women’s Studies. These events make explicit the skills – and their usefulness – that the programme can help you to develop, enabling you to reflect on possible careers that you might pursue after the programme. In addition, you can get involved in the running of FRACS events to gain experience in teamwork, project management and event planning.
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vii) Consultation with Careers
The programme proposal should be discussed with Careers. Please contact your Faculty Employability Manager.
Please provide details of Careers' comments and your response.
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We already consulted with careers as part of the pedagogy exercise for our existent MAs, and that has fed into the completion of this proposal. More specifically I discussed this proposal with Kelly McDonald, Employability Manager. Kelly flagged that from a profile point of view of the postgraduate, the highly prestigious standard of 'Masters of Excellence' from the European Commission as well as the fact that this is a double masters was hugely advantageous. She also emphasized that the international mobility element was unique and equally beneficial from a career's perspective: it shows flexibility, agility, cultural compentencies and cultural awareness on the part of the postgraduate; it also offers the option of extending one's language skills which enhances the career profile. As she informed me, our Destination of Leavers Statistics (DLHE) demonstrate that an international element in a programme enhances employment outcomes. Finally, the mobility element and the dual supervision of the dissertation mean that students are able to extend their research network, which is highly advantageous for those wanting to pursue doctoral study.   
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viii) How is teaching informed and led by research in the department/ centre/ University?
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The core modules of the programme are co-taught by the Centre’s academic members of staff. All of these scholars are experts in their distinct fields of research, and all teaching and learning content is designed based on the latest research. For the three core modules, the practice of co-teaching is integral to our interdisciplinary and collaborative approach to Women’s and Gender Studies. Optional modules, both at York and the overseas university, tend to be taught by individual scholars who have developed those modules based on their own research expertise, using their own specialist knowledge to inform their teaching. The Centre’s academic members of staff are highly qualified, recognised for their teaching excellence and research, as well as being passionate about feminist pedagogy more generally. Students are encouraged to participate in the Feminist Research and Career Skills (FRACS) events organised by the Centre. We run three public seminars each term, inviting speakers – academics and activists – who engage with gender and feminist issues to talk about their work. Workshops run by staff and/or PhD students allow students on the programme to develop their research skills and to engage with academic subjects about which they are keen to find out more.
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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 PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof, and provide appropriate detail of the module diet students will need to complete.

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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i) If the Postgraduate Certificate is an exit award only please:
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Provide a global statement to explain what a student who exits with a PG Cert award will be able to do (this should capture the extent of the achievement of the programme learning outcomes).

NB: Where more than one PG Cert is available as an exit award a statement should be provided detailing what a student exiting with each award will be able to do		Detail the module diet that students will have to have completed to gain the PG Cert as an exit award.

NB: Where more than one PG Cert is available as an exit award the module diet required for each award should be given
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The Postgraduate certificate gives recognition to students who have demonstrated sophisticated knowledge of feminist theories, ideas and the contexts of their emergence, as well as the ability to analyse gendered lives through interdisciplinary feminist approaches to knowledge, using feminist methodologies and with a nuanced understanding of the complexity of power relations inherent in research, as set out in the PLOs.    A student starting the programme at York will be in the position at the end of year 1 to exit with either 60 credits to obtain a Postgraduate Certificate or 120 credits and a Postgraduate Diploma. For the Postgraduate Certificate, students must have passed 60 credits, which would normally include 40 credits from the three GEMMA core modules: 'Feminist Histories - Feminist Historiography' (term 1); ‘Ways of (Feminist) Knowing’ (term 2) and 'Feminist Research Methodologies' (terms 2 and 3). One option module (see lists a and b below (section 7b)) to be included if the remaining 20 credits do not come from a core module.

If a visiting student to York successfully obtains taught credit at York, having already obtained 120 credits in their first year at a partner institution they wil be entitled to a Postgraduate Certificate if they do not complete year two. The award will be given if after the compensation and reassessment rules are applied to York modules and the 120c first year credit, the student has obtained at least a pass overall and on the basis that at least 30 credits of the 60 credits required were obtained on modules taught at York.
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ii) If the Postgraduate Diploma is an exit award only please:
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Provide a global statement to explain what a student who exits with a PG Dip award will be able to do (this should capture the extent of the achievement of the programme learning outcomes)Detail the module diet that students will have to have completed to gain the PG Dip as an exit award
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The Postgraduate Diploma gives recognition to students who have demonstrated sophisticated knowledge of feminist theories, ideas and the contexts of their emergence, critical engagement with gendered lives through a reflexive practice informed by interdisciplinary feminist methodologies, and the ability to conduct a small-scale independent research project with the application of appropriate methods, as set out in the PLOs.  A student starting the programme at York will be in the position at the end of year 1 to exit with either 60 credits to obtain a Postgraduate Certificate or 120 credits and a Postgraduate Diploma. A student starting the programme at York will be in the position at the end of year 1 to exit with a Postgraduate Diploma if they have successfully obtained 120 credits from taught modules.

Students visiting York as part of their mobility in year two will not be eligible for a Postgraduate Diploma but may be entitled to a Postgraduate Certificate if the criteria in section 5.d.i above are met.
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5.e. Other features of the programme
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i) Involvement of partner organisations
Are any partner organisations involved in the delivery of the programme?
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Please Select Y/N: Yesif Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
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University guidance on collaborative provision
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Other partner organisations within the GEMMA consortium, where students can undertake their mobility period (up to a full year) in year 2, are: University of Granada (Spain), University of Oviedo (Spain), University of Utrecht (Netherlands), University of Bologna (Italy), Lödz University (Poland) and Central European University (Budapest, Hungary). (Further information on the requirements of the GEMMA partnership governing the programme can be provided by the Centre).
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ii) Internationalisation/ globalisation
How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
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With the mobility period (up to the full second year) spent studying at another European university, internationalisation is written into the very structure of the programme. Students are encouraged to develop cross-cultural capabilities through the experience of studying in a different cultural environment, studying topics within that national context that they would not be able to at York. Furthermore, students have the opportunity to study modules in the Spanish or Italian language, subject to their mobility destination and language capabilities. They are also encouraged to take language classes, regardless of the language of module instruction, in order to better acclimatise in their mobility country. Finally, the dissertation component of the programme, which is supervised by an international team comprising a York supervisor and a supervisor from the overseas university, means that this particular independent research module is particularly cross-cultural.
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iii) Inclusivity
How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme?
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Equality and Diversity Policies
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Our programme privileges questions of diversity, difference and interculturalism within the curriculum, enabling students of different experiences and national and cultural backgrounds to critically engage with feminist ideas, Western and beyond. We also encourage a feminist practice in teaching and learning contexts, prioritising listening to each other and being attentive to different ways of being and knowing, as well as a feminist sensitivity to difference, diversity and power relations. These ‘principles’ are emphasised throughout the programme and are also fostered by the Centre’s extracurricular Feminist Research and Career Skills (FRACS) events.  

As part of the arrangement of study abroad with GEMMA partner universities, equality, diversity and inclusion are all also considered.
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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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Taught Postgraduate Modular Scheme: Framework for Programme Design
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UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards
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https://www.qaa.ac.uk/quality-code/subject-benchmark-statements
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UK QUALITY CODE FOR HIGHER EDUCATION 2013-18
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The University of York’s Taught Postgraduate Modular Scheme: Framework for Programme Design
UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards: Characteristics Statement – Master’s Degree
UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards: The Framework for Higher Education Qualifications of UK Degree-Awarding Bodies
UK Quality Code for Higher Education Part B: Assuring and Enhancing Academic Quality.
Cooperation Agreement for the Granting of a Double Master’s Degree (Second Cycle Degree) in Women’s and Gender Studies (available from the Centre).
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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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UoY Guide to Assessment
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Full time structure - see Year 1 and Year 2 below
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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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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Two-year Masters structure
Please indicate the modules undertaken in each year.