Museums and Heritage Practice MSc

Strategic financial accounting:

• Understanding the format of financial reports and financial accounts.
• Analysis of financial reporting.

Strategic management accounting:

• Identify and assess the impact of current developments in management accounting and performance management on measuring, evaluating and improving organisational performance.
• Apply appropriate strategic performance measurement techniques in evaluating and improving organisational performance.

1. To enable students to explore and develop an understanding of the theoretical techniques, concepts and methods    employed in strategic financial management.
2. To develop the ability to apply the theoretical to the practical, through the analysis of data and application of relevant techniques in the context of varied situations.
3. To evaluate and develop a critical and reflective awareness of the importance of the application of relevant, available techniques to the enhancement of strategic financial decision making and business performance.

Strategic financial accounting:

• Understanding the format of financial reports and financial accounts.
• Analysis of financial reporting.

Strategic management accounting:

• Identify and assess the impact of current developments in management accounting and performance management on measuring, evaluating and improving organisational performance.
• Apply appropriate strategic performance measurement techniques in evaluating and improving organisational performance.

1. To enable students to explore and develop an understanding of the theoretical techniques, concepts and methods    employed in strategic financial management.
2. To develop the ability to apply the theoretical to the practical, through the analysis of data and application of relevant techniques in the context of varied situations.
3. To evaluate and develop a critical and reflective awareness of the importance of the application of relevant, available techniques to the enhancement of strategic financial decision making and business performance.

• Organisational behaviour/culture, structure and design;

• The role of the manager, leadership theories, styles and approaches;

• Groups and teams in the organisation – group formation, team working;

• Individual personality, communication and motivation;

• The role of Human Resource Management in the workplace;

• Strategies for high performance working (HPW);

• Employee relations and employment dynamics;

• Performance Management and managing poor performance;

• Learning and development methodologies; 

• Theories and application of reflective practice.

This aims of this module are;

1. For students to draw upon key concepts of leading and managing people and examine how these apply to the current and future world of work;
2. For students to explore and develop an understanding of key theories and concepts in the field of people management and development;
3. For students to be able to synthesise knowledge of people management, together with gaining awareness of wider contextual issues in order to address organisational challenges.

• Organisational behaviour/culture, structure and design;

• The role of the manager, leadership theories, styles and approaches;

• Groups and teams in the organisation – group formation, team working;

• Individual personality, communication and motivation;

• The role of Human Resource Management in the workplace;

• Strategies for high performance working (HPW);

• Employee relations and employment dynamics;

• Performance Management and managing poor performance;

• Learning and development methodologies; 

• Theories and application of reflective practice.

This aims of this module are;

1. For students to draw upon key concepts of leading and managing people and examine how these apply to the current and future world of work;
2. For students to explore and develop an understanding of key theories and concepts in the field of people management and development;
3. For students to be able to synthesise knowledge of people management, together with gaining awareness of wider contextual issues in order to address organisational challenges.

This module covers some of the key skills needed by a marketing practitioner operating in a digital environment.

Key Themes:

• understanding digital disruption and the impact on digital communications strategy
• Using digital planning frameworks to align business objectives with campaign objectives
• Planning and implementing digital communications tools, which includes: search engine marketing, email marketing, digital PR, content marketing, email marketing, affiliate marketing
• Using segmentation techniques for effective campaign implementation and management
• Developing and using website personas for acquisition and conversion (research and web analytics)
• Planning successful campaigns by developing online value propositions and understanding buyer behaviour
• Branding for digital communications
• Understanding campaign timing and integration issues
• Building online customer relationships

This module provides opportunities for students to:

1. Explore and develop an understanding of the theories, concepts and techniques employed in strategic digital marketing communications and their integration into traditional marketing campaigns;
2. Consider a framework of understanding and critically analyse strategic digital marketing communications in diverse organisational types and in differing contexts and frameworks of operation;
3. Develop an advanced critical understanding of the uses and limitations of digital marketing tools in the business environment and to be able to apply creative solutions to business management situations.

This module covers some of the key skills needed by a marketing practitioner operating in a digital environment.

Key Themes:

• understanding digital disruption and the impact on digital communications strategy
• Using digital planning frameworks to align business objectives with campaign objectives
• Planning and implementing digital communications tools, which includes: search engine marketing, email marketing, digital PR, content marketing, email marketing, affiliate marketing
• Using segmentation techniques for effective campaign implementation and management
• Developing and using website personas for acquisition and conversion (research and web analytics)
• Planning successful campaigns by developing online value propositions and understanding buyer behaviour
• Branding for digital communications
• Understanding campaign timing and integration issues
• Building online customer relationships

This module provides opportunities for students to:

1. Explore and develop an understanding of the theories, concepts and techniques employed in strategic digital marketing communications and their integration into traditional marketing campaigns;
2. Consider a framework of understanding and critically analyse strategic digital marketing communications in diverse organisational types and in differing contexts and frameworks of operation;
3. Develop an advanced critical understanding of the uses and limitations of digital marketing tools in the business environment and to be able to apply creative solutions to business management situations.

This provides a museology and heritage-specific Master's level research skills and methods module, affording students the necessary tools for Master’s level research in museology and heritage. Students gain the opportunity to explore a range of skills and build on their existing knowledge and expertise, including how to identify relevant resources, how to appraise and critique research publications, and how to construct and analyse museological and heritage evidence. Students can opt to gain more detailed experience in those skills they wish to enhance most.

• Enable students to acquire an understanding of research methods, presentation and study skills relevant to the disciplines of museology and heritage.
• Enable students to acquire an independent approach to developing their research methods and skills, including the effective use of research facilities and sources.
• Enable students to select and apply appropriate methodologies for different types of research questions and to make informed judgements in the absence of complete data or evidence.

This provides a museology and heritage-specific Master's level research skills and methods module, affording students the necessary tools for Master’s level research in museology and heritage. Students gain the opportunity to explore a range of skills and build on their existing knowledge and expertise, including how to identify relevant resources, how to appraise and critique research publications, and how to construct and analyse museological and heritage evidence. Students can opt to gain more detailed experience in those skills they wish to enhance most.

• Enable students to acquire an understanding of research methods, presentation and study skills relevant to the disciplines of museology and heritage.
• Enable students to acquire an independent approach to developing their research methods and skills, including the effective use of research facilities and sources.
• Enable students to select and apply appropriate methodologies for different types of research questions and to make informed judgements in the absence of complete data or evidence.

Each student researches and writes a 16,000-word dissertation.  The topic and title is negotiated between the student and the supervising tutor; tutor approval of the topic and title is an essential requirement.  The research dissertation is based upon guided but largely independent research and upon substantial use of a range of primary source materials.  For the MSc Museums Practice, the dissertation will involve research into museums practice, museological heritage and cultural management.  For the MSc Sustainable Heritage Practice, the research dissertation will involve research into the cognate fields of sustainability, heritage and their practical application.

• To enable students to pursue selected topics in depth via independent research.
• To familiarise students with the range of sources/texts/material available for the study of their selected dissertation topic.
• To enable students to explore and critically examine the nature and characteristics of their selected dissertation topic.

Each student researches and writes a 16,000-word dissertation.  The topic and title is negotiated between the student and the supervising tutor; tutor approval of the topic and title is an essential requirement.  The research dissertation is based upon guided but largely independent research and upon substantial use of a range of primary source materials.  For the MSc Museums Practice, the dissertation will involve research into museums practice, museological heritage and cultural management.  For the MSc Sustainable Heritage Practice, the research dissertation will involve research into the cognate fields of sustainability, heritage and their practical application.

• To enable students to pursue selected topics in depth via independent research.
• To familiarise students with the range of sources/texts/material available for the study of their selected dissertation topic.
• To enable students to explore and critically examine the nature and characteristics of their selected dissertation topic.

Each student researches and writes a 4000-word research essay.  The topic and title is negotiated between the student and the supervising tutor; tutor approval of the topic and title is an essential requirement.  The research essay is based upon guided, but largely independent, research and upon substantial use of a range of primary source materials.  

For the MSc Museums Practice, the research essay will involve research into museums practice and museology.

For the MSc Sustainable Heritage Practice, the research essay will involve research into heritage practice and sustainable heritage.

The module is intended as an alternative to HI7202 (Dissertation) for those wishing to graduate with a PG diploma rather than the Master's degree.

• To enable students to pursue selected topics in depth via independent research.
• To familiarise students with the range of sources/texts/material available for the study of their selected research essay topic.
• To enable students to explore and critically examine the nature and characteristics of their selected research essay topic.

Each student researches and writes a 4000-word research essay.  The topic and title is negotiated between the student and the supervising tutor; tutor approval of the topic and title is an essential requirement.  The research essay is based upon guided, but largely independent, research and upon substantial use of a range of primary source materials.  

For the MSc Museums Practice, the research essay will involve research into museums practice and museology.

For the MSc Sustainable Heritage Practice, the research essay will involve research into heritage practice and sustainable heritage.

The module is intended as an alternative to HI7202 (Dissertation) for those wishing to graduate with a PG diploma rather than the Master's degree.

• To enable students to pursue selected topics in depth via independent research.
• To familiarise students with the range of sources/texts/material available for the study of their selected research essay topic.
• To enable students to explore and critically examine the nature and characteristics of their selected research essay topic.

This module provides an advanced level introduction and assessment of current debates in museum collections management theory to equip students for Masters-level research in museology and museum practice. The module explores major themes in the theory and practice of museum management, with specific reference to museum collections. It begins by analysing collections development and management, including issues of conservation and presentation, and then goes on to assess the use of museums in political agendas. Within these wider themes questions surrounding the position of museums in society are addressed.

1. Enable students to acquire an understanding of current debates in museological theory over recent decades and how this relates to major philosophical issues within museum practice.
2. Enable students to develop an independent intellectual approach to their studies in museology and museums.
3. Enable students to critically appraise the principal resources available to museum managers, interpretive issues and to enhance skills in analysis and interpretation.
4. Familiarise students with the range of current practices within collections management.

This module provides an advanced level introduction and assessment of current debates in museum collections management theory to equip students for Masters-level research in museology and museum practice. The module explores major themes in the theory and practice of museum management, with specific reference to museum collections. It begins by analysing collections development and management, including issues of conservation and presentation, and then goes on to assess the use of museums in political agendas. Within these wider themes questions surrounding the position of museums in society are addressed.

1. Enable students to acquire an understanding of current debates in museological theory over recent decades and how this relates to major philosophical issues within museum practice.
2. Enable students to develop an independent intellectual approach to their studies in museology and museums.
3. Enable students to critically appraise the principal resources available to museum managers, interpretive issues and to enhance skills in analysis and interpretation.
4. Familiarise students with the range of current practices within collections management.

The module comprises an advanced survey and assessment of theory and practice in museum interpretation, drawing on interdisciplinary debates and themes. The module will explore current debates and approaches in museum interpretation using case studies from Shrewsbury, Shropshire and the rest of the British Isles. Issues such as political agendas, social, economic and cultural considerations and their impact on interpretation strategies will be analysed. In addition, practical implications such as marketing, presentation media, public history, reconstruction, re-enactment and ‘living history’ will be considered.

• Introduce students to key case studies and applications of interpretation practice in the study of museums.
• Enable students to acquire a critical appraisal of theories and methods in current interpretation practice.
• Familiarise students with the principal resources available to museum managers for the interpretation of their collections.
• Explore the ethical, political and cultural debates in interpretation practice as applied to museums.

The module comprises an advanced survey and assessment of theory and practice in museum interpretation, drawing on interdisciplinary debates and themes. The module will explore current debates and approaches in museum interpretation using case studies from Shrewsbury, Shropshire and the rest of the British Isles. Issues such as political agendas, social, economic and cultural considerations and their impact on interpretation strategies will be analysed. In addition, practical implications such as marketing, presentation media, public history, reconstruction, re-enactment and ‘living history’ will be considered.

• Introduce students to key case studies and applications of interpretation practice in the study of museums.
• Enable students to acquire a critical appraisal of theories and methods in current interpretation practice.
• Familiarise students with the principal resources available to museum managers for the interpretation of their collections.
• Explore the ethical, political and cultural debates in interpretation practice as applied to museums.

Drawing on current research in heritage studies, this module explores heritage concepts and interpretation and the definitions and management of the heritage in the contemporary cultural, socio-economic and political climate of the British Isles, with particular reference to the heritage of Shrewsbury and Shropshire. The module also covers key issues in the study of contemporary society and its relationships with the built environment and landscapes.

• Enable students to acquire an understanding of debates in heritage theory over recent decades and how this relates to current practices within built heritage and landscapes.
• Introduce students to the wide variety of sources and materials available for the study of built heritage.
• Enable students to critically appraise the interpretation of heritage through the utilisation of buildings, monuments and landscapes.
• Familiarise students with the range of current practices within heritage management.

Drawing on current research in heritage studies, this module explores heritage concepts and interpretation and the definitions and management of the heritage in the contemporary cultural, socio-economic and political climate of the British Isles, with particular reference to the heritage of Shrewsbury and Shropshire. The module also covers key issues in the study of contemporary society and its relationships with the built environment and landscapes.

• Enable students to acquire an understanding of debates in heritage theory over recent decades and how this relates to current practices within built heritage and landscapes.
• Introduce students to the wide variety of sources and materials available for the study of built heritage.
• Enable students to critically appraise the interpretation of heritage through the utilisation of buildings, monuments and landscapes.
• Familiarise students with the range of current practices within heritage management.

This module allows the student to pursue an original research project involving student-led learning through its design and execution.  The focus will be upon data-acquisition, presentation, analysis, interpretation and reflection of an investigation or production of a particular element in museological or heritage method or practice. This may include critical evaluation of or practice in ‘hands-on’ projects with real life outputs from a range of museums and heritage organisations, exploration of 'real life' heritage preservation issues, creation of interpretive displays, exhibitions or other heritage practices such as outreach/education packs.

• Enable students to acquire an understanding of a research methodologies which utilise qualitative and quantitative data.
• Introduce students to practice-based methodology.
• Enable students to develop an independent intellectual approach to their studies and apply their findings to a practice-based case study.
• Enable students to gain practice-led knowledge/experience in a collections, museums or heritage focused context.

This module allows the student to pursue an original research project involving student-led learning through its design and execution.  The focus will be upon data-acquisition, presentation, analysis, interpretation and reflection of an investigation or production of a particular element in museological or heritage method or practice. This may include critical evaluation of or practice in ‘hands-on’ projects with real life outputs from a range of museums and heritage organisations, exploration of 'real life' heritage preservation issues, creation of interpretive displays, exhibitions or other heritage practices such as outreach/education packs.

• Enable students to acquire an understanding of a research methodologies which utilise qualitative and quantitative data.
• Introduce students to practice-based methodology.
• Enable students to develop an independent intellectual approach to their studies and apply their findings to a practice-based case study.
• Enable students to gain practice-led knowledge/experience in a collections, museums or heritage focused context.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes.  For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.

The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes.  For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.

AIMS    

• To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
• To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
• To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
• To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
• To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
• To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.

• Practitioner-researcher contexts and stances
• Positions and perspectives in/of practitioner research
• Validity, reliability, generalisability and ethics
• Formulating a research focus
• Sources of knowledge
• Research purpose, research questions and data
• Approaches to and strategies for practitioner research
• Methods (tools and techniques) for data collection and analysis for practitioner-researchers

This module aims to help practitioners develop and enhance work based/related research and evidence-based working practices. Practitioners will clearly define a personal, group, professional and/or organisational area for development, and design a practitioner-research proposal which will provide the basis for further action. The design will consider issues of validity and ethics, as appropriate to the context and constraints of a single researcher (normally) situated and embedded within the workplace. The aims are to enable learners:

• To identify a problem, issue or area for development in the workplace capable of investigation and likely to generate useable findings as the basis for future actions
• To choose a suitable range of investigative methods appropriate to a level 7 investigation in a Negotiated Experiential Learning Module
• To design a practitioner research proposal which is valid and ethical

• Practitioner-researcher contexts and stances
• Positions and perspectives in/of practitioner research
• Validity, reliability, generalisability and ethics
• Formulating a research focus
• Sources of knowledge
• Research purpose, research questions and data
• Approaches to and strategies for practitioner research
• Methods (tools and techniques) for data collection and analysis for practitioner-researchers

This module aims to help practitioners develop and enhance work based/related research and evidence-based working practices. Practitioners will clearly define a personal, group, professional and/or organisational area for development, and design a practitioner-research proposal which will provide the basis for further action. The design will consider issues of validity and ethics, as appropriate to the context and constraints of a single researcher (normally) situated and embedded within the workplace. The aims are to enable learners:

• To identify a problem, issue or area for development in the workplace capable of investigation and likely to generate useable findings as the basis for future actions
• To choose a suitable range of investigative methods appropriate to a level 7 investigation in a Negotiated Experiential Learning Module
• To design a practitioner research proposal which is valid and ethical