Newcastle University

Pre Requisite Comment

Students would need to have the basics from one of the above modules on which to base work projects. Where a student has more than three years work experience in an institution, he/she would be allowed to apply to the Degree Programme Director for a concession against not having one of these two either of these modules as a pre-requisite.

Co Requisite Comment

N/A

Aims

In relation to heritage organisations/agencies, museums and art galleries, the aims of the 'Heritage, Museum or Art Gallery Work-related Project' module are:

To provide students with the opportunity to experience working on a work-related project in an organisation, agency, institution or freelance consultancy operation within the heritage, museum, art gallery and tourism environment;

To provide students with an opportunity to put into practice skills, knowledge and understanding gained from their experience and from other modules; and,

To increase student employability, by providing students with the opportunity to develop the high level skills, knowledge and understanding required by potential employers or to successfully work as a freelance consultant in the sector.

Outline Of Syllabus

The aim of the eight-week work-related project is to give students an opportunity to put into practice and critically reflect on a process of planning, negotiating and undertaking a work-related project. Students already working in an organisation, agency, institution, or as a freelancer, in a heritage, museum, art gallery or tourism environment may complete a work-related project in their place of work. Students who are not employed in any of these environments will be assisted in defining a work-related project by the Module leaders.

During the project the University will expect students to be conscientious in their approach – remembering that they are ambassadors for the University when undertaking this module. Flexibility is essential and if a student undertakes a project within his/her work-place, he/she should be prepared to fit the project around his/her other work. To be of real benefit, the project should differ significantly to the day-to-day activities normally undertaken by the student.

We hope that students will be able to make a significant and lasting contribution through their work-related projects.

Intended Knowledge Outcomes

By the end of this module a typical student will have:

Gained a deeper understanding and knowledge needed to plan, negotiate and undertake a practical work-related project in a heritage, museum, art gallery, tourism or relavant and appropriate freelance environment; and,

Developed an understanding of workplace legislation, regulations and externally and internally imposed standards.

Intended Skill Outcomes

By the end of the module a typical student will have:

Gained an ability to use subject-specific skills - depending on the project these may include, as examples, those skills related to conservation, documentation, exhibition, commercial activities, education, interpretation, management or working as a freelance practitioner in the heritage, museum, art gallery and tourism sector;

Gained an ability to be able to identify the mission, objectives and functions of an organisation, agency, institution, or a small freelance consultancy operation within a heritage, museum, art gallery or tourism environment;

Developed an understanding of how to better analyse the workplace structures and identify a range of line management and other reporting arrangements;

Developed an understanding of relevant processes, systems and procedures; and,

Developed an ability to critically analyse the performance of a heritage, museum, art gallery or tourism organisation (set against their own aims and objectives), whilst being aware of the constraints facing the organisation; or have developed the ability to critically analyse a small-scale freelance operation (set against both its own aims and objectives) whilst being aware of the constraints facing partner organisations and how these impinge on the success of the freelance operation.

Gained relevant subject-specific theoretical and practical skills, i.e., developed the ability to apply the professional knowledge gained above in a real-life work context.

Further enhanced the key skills, as indicated in the Graduate Skills Framework below.

In addition, by the end of this module a typical student will have:

Developed further the cognitive and practical skills needed to use strategic planning tools like SWOT and PEST analyses and to be able to develop mission statements and organisational aims and objectives; and,

Gained a deeper understanding of, and how to use, the practical skills to use management project tools like work breakdown structures, critical path analyses (Programme Evaluation and Review Techniques), and Gantt charts.

Teaching Rationale And Relationship

Students will set up their own work-related project in discussion with the Module Leader (and employers where necessary). The project can be independent or attached to an organisation. In both cases its intention is to explore how a work-related project is developed and managed. The student will need to develop a project proposal and then carry this out.

Students already employed in the heritage management and tourism sector can design a work-related project associated with their work environment. Students who are NOT currently employed in the sector can design a work-related project based, either on their previous work environment (if in the sector), or in association with an aspect related to their future career aspirations within the sector. In the latter case, they may design a work-related project that is more speculative in nature, or based on a scenario that is appropriate for the sector. A project plan will be discussed, finalised and approved by the Module Leader before the student can start the work-related project.

There will be 4 preparatory on-line activities to be completed in the first week, along with the submission of a project plan. The student will then complete the project over a further seven week period. On completion, the student will have two weeks to prepare and submit the final assignments, including the reflective log and a final project report with a portfolio.

This work-related learning will help students to achieve the intended knowledge and skills outcomes of the module.

Assessment Rationale And Relationship

The assessment of the Work-related Project is in 3 parts:

Part 1 - A Project Plan. This plan will carry 10% of the total module mark.

Part 2 - Reflective Logs, carrying 10% of the total module mark. Students are asked to select four learning experiences from undertaking their work-related projects and consider them in detail, by filling in four Reflective Log Sheets (a pro-forma provided in the Work-related Project Workbook). Assessment of the Reflective Logs is based on a student’s ability to demonstrate a thoughtful analysis of the situations described and there show evidence of critical self-reflection. The pro-forma asks the students to suggest subsequent actions to address issues raised in their reflections on the learning experiences. Assessment is based on the realism and achievability of the actions in the context of the project. It is also expected that the Log will be extremely well written and make good use of the framework provided.

Part 3 – A Report which will carry 80% of the total module mark. The report is an assessment of the student's work-related project. The student is asked to provide a critically reflective report that evaluates his/her project in relation to the original proposal and the actual realisation of the project. It will be based on the student’s ability to demonstrate a thoughtful consideration and evaluation of the project with reference to the original proposal and the context in which it was undertaken. If appropriate the report will show a critical understanding of the broader context in which the project was developed and how that impinged on the realisation of the project.

It will demonstrate critical analysis, independence of mind, initiative and intellectual rigour. Where appropriate, comparisons will be made between different contexts demonstrating an excellent level of conceptual analysis. The report will make use of relevant academic literature and/or any relevant strategic documents (e.g., regional/local cultural development strategies; if partnering with an organisation their policy/strategy documents etc). Evidence gathered during the project will be used with care showing an awareness of its anecdotal nature (if appropriate).

General Notes

N/A