Postgraduate Prospectus
Find out what it’s like to live in
the beautiful city of Bath and
study at our environmentally
award winning campuses
where high quality teaching
and research are priorities.
From Design to Creative
Writing – a full guide to all
of our courses to help you
choose the right subject for
you and your future career.
Corsham/Wiltshire/SN13 0BZ
Newton St Loe/Bath/BA2 9BN
Lansdown/Bath/BA1 5SF
Tel +44 (0)1225 875 875
Curatorial Practice
Initial Teacher Education (PGCE)
Reasons to choose
Bath Spa University
Why Bath Spa University?
Bath–A World Heritage
City 90 minutes from London
The campuses: Corsham
Court, Newton Park and Sion Hill
Design: Investigation Fashion Design 23
Going for green: environmental
Fine Art
Investigating Crafts
Support: Student Services
Visual Communication
Reaching out to businesses
Helping your learning
Students’ Union
Money matters: fees and funding
Welcome international students
Research Degrees
Creative Writing
Business and
Feature Filmmaking
Biology: Graduate Certificate
and Diploma
Geography: Graduate Certificate
and Diploma
Principles of Applied
SchoolofMusicandPerformingArts 48
Creative Sound and
Media Technology
Senior staff and
How to find us
Performing Shakespeare
Corsham Court
Theatre for Young Audiences
Lifelong Learning
Design: Brand Development
Design: Ceramics
Professional Practice
in Higher Education
Heritage Management
Design: Fashion and Textiles
Professional Master’s Programme
Literature and Landscape
Counselling and
Psychotherapy Practice
Mentoring and Coaching
Travel and Nature Writing
Specific Learning
Writing for Young People
Education Studies
International Education
and Global Citizenship
Your choice of university for postgraduate study
is an important one – one that will affect your future.
Postgraduate study at Bath Spa has a number of
attractive features. Our postgraduate awards have
developed – often with invaluable input from experts
within associated industries – to provide opportunities
for advanced study that are both academically
challenging and vocationally relevant.
Staff at Bath Spa University are passionate
about their subjects, and considerable
emphasis is placed on developing
innovative methods of teaching and
assessment. They are actively engaged
in research and scholarship that directly
informs their teaching, and as a
postgraduate student you will receive
professional and academic expertise
that is current – and often cutting-edge –
within a vigorous research culture.
The academic environment at Bath
Spa University is supportive and friendly;
students’ academic and welfare needs
are addressed with professionalism and
care. However Bath Spa is a forwardlooking university, and our sound
financial position – along with our
popularity with students – allows us
to develop and expand with confidence.
Our aim is to offer students a university
experience that is distinctive, challenging
and fulfilling. I hope that what we offer
matches your needs and ambitions.
Our research and scholarly
activity is of direct benefit to
students, underpinning the
curriculum and improving
the student experience.
of parkland in the city
A beautiful and unique city, with
historic attractions, stunning
architecture, and excellent
Bars and pubs!
Bath also has a lively social
scene, but is friendly, compact
and a safe city.
Bath Spa’s wide and expanding
range of postgraduate awards
provide opportunities for
advanced study that are both
academically challenging and
vocationally relevant, leading to
the awards of graduate
certificate, graduate diploma,
postgraduate certificate,
postgraduate diploma and
Master’s degree (MA, MSc,
MFA, MMus or MTeach).
3rd top city in the UK for safety
and security – Complete
University Guide 2009
In addition there is a lively
research environment at Bath
Spa, with opportunities for
supervised, original research
leading to the degrees of MPhil
and PhD.
Staff and students at Bath Spa
share a strong environmental
ethos – partly in response to
our exceptionally beautiful
campuses that we’re looking
after for future generations,
but also to make sure that we
minimise our impact on the
7 th
Bath Spa is ranked 7th
out of 142 UK universities
in the People and Planet
Green League 2011 for its
environmental policy and
Bath Spa has also achieved
the Platinum Award under the
national EcoCampus scheme
(the highest level) along with
the international environmental
management quality standard
ISO 14001.
Visitors and students are often
bowled over by our campuses.
How many universities boast
medieval buildings and their
own parkland estate? There’s
a unique mix of the old and the
new, with state-of-the-art
modern facilities alongside
historic buildings – providing
an inspiring and safe study
Our Art and Design campus
at Sion Hill has recently
undergone major redevelopment and now has
some of the best facilities
and equipment in the country.
innovative, whilst blending
sympathetically with the
unique and historic setting
of the Newton Park campus.
There are proposals for a
major development of the
Newton Park campus starting
in 2012, involving enhanced
academic facilities, social
amenities and additional
student accommodation on
campus. The new development
will be sustainable and
Corsham Court is specialist
postgraduate and research
study centre with specialist
provision for music,
songwriting, art and design,
ceramics, filmmaking, and
continuing professional
development for teachers
and educators.
Our staff care about their
students. They are accessible,
supportive and passionate
about their subjects, and they
put a lot of effort into developing
dynamic approaches to teaching
and assessment. They undertake
what we call ‘teaching-led
research’. That means they’re
actively engaged in research
and scholarship so that their
professional and academic
expertise is current, and often
cutting edge – but the research
is of direct benefit to you. It’s
relevant and applied, and used
to inform what, and how, you
are taught.
Jenny Brown, graduated 2010
This is what students often say
when we ask them what they
like about Bath Spa University
– there’s a real community feel.
Students; it’s small enough for
students to feel that they won’t
get lost in the crowd – but large
enough to provide good facilities
and social activities.
“Students like the ‘small and
friendly’ atmosphere, which
the university is anxious to
retain.” The Times Good
University Guide 2010
We welcome students from
across the globe to study
here, and we have links with
many universities abroad and
are members of important
international organisations.
Member of many important
international education
organisations including the
Association of Commonwealth
Universities, the European
Association for International
Education and the NAFSA:
Association of International
1 60Years
We can trace our history back
over 160 years, to the original
Bath School of Art
Our first trainee teachers
trained here over 60 years
ago. So while the University
is modern and progressive,
it builds on a long history
of tradition and success
in higher education.
We have built our success
on accessibility and equality
of opportunity. The unique
study and social environment
we offer is a key factor in our
distinctiveness and in our
Our students come from a
range of backgrounds and
cultures, from all parts of
this country and from
overseas, and with a variety
of academic credentials.
Bath is well known as one of the world’s
most beautiful cities. It’s a UNESCO World
Heritage Site (England’s only qualifying city)
with stunning architectural sites such as
the Roman Baths, Royal Crescent, Circus,
Pulteney Bridge and Bath Abbey.
The compact city centre has both
grand Georgian streets and small
picturesque passageways, packed
with small independent shops and
stylish boutiques as well as the
familiar big name stores.
Alongside award winning restaurants
and quaint tea rooms you’ll find plenty
of ‘student’ pubs, many featuring
regularly in the Good Pub Guide.
Nightlife in Bath is good, with nightclubs,
cinemas, the famous Theatre Royal, and
a great comedy scene. There’s also an
exciting live music scene including regular
sessions, day and night, at many of the
pubs, bars and clubs – with plenty of
involvement from Bath Spa students!
Bath is well known as a city of festivals
and the arts, with something for all tastes
from Shakespeare to Jane Austen and
books to boules! Bath Spa students
play a key role in many of the festivals
(both main stream and fringe) including
the International Music Festival, Bath
Film Festival, Bath Literature Festival .
For sports enthusiasts there’s the famous
Bath Rugby as well as Bath City Football
Club and Bath Races.
Corsham is a small market town only
10 miles away from Bath and is the home
to our postgraduate centre at the historic
Corsham Court (see page 8). With Royal
Saxon origins, Corsham has an impressive
collection of historic buildings. This
includes the High Street consisting mostly
of properties from the 16th, 17th, and 18th
centuries where peacocks wander freely.
There is a vibrant cultural life in Corsham
including the Fine Art collection at
Corsham Court, Corsham Festival, the
Global Village Film Festival and a thriving
community arts scene. There is also a
weekly market and a monthly farmers
market adding to the quaint local feel
of the town.
Bath is well positioned with easy access
to Bristol (also popular for nights out)
and only a 90 minute train journey
from London.
01 Bath’s Christmas
Market, image credit:
Bath Tourism Plus
02 Shops
03 Rugby at the Rec
04 Parade Gardens
05 Georgian architecture
06 Thermae Spa, Bath
07 Pulteney Bridge
08 Corsham High Street
09 Corsham Town Hall
10 Corsham cottages
11 Corsham market
The University’s Corsham Court Centre
is a specialist postgraduate and research
study centre. The vibrant community
of postgraduate and research students
benefit from a unique study environment
with state-of-the-art modern facilities in
a historic building dating originally from
1582, and surrounded by gardens
landscaped by Capability Brown.
Corsham Court is a stunning building
that became the home of the Bath Academy
of Art in 1946, and is retained by Bath Spa
University on a long term lease. It is of
great historic significance, and is owned
by the Methuen family.
The University has made a major
investment in the Corsham Court Centre
since 2009 to provide outstanding facilities
for postgraduate study and research. This
includes specialist provision for music,
songwriting, art and design, ceramics,
filmmaking, and continuing professional
development for teachers and educators.
There is a suite of high quality meeting
rooms, studios, seminar rooms and a
performance hall as well as individual
study spaces and an open access computer
room. There is a common area, with kitchen
facilities available, providing an informal
space to meet with other postgraduate
students and colleagues. An historic
outbuilding has been transformed into a
state-of-the-art recording suite boasting
every aspect of technology needed for
professional film and recording.
This is the largest of the campuses and is
set on an amazing parkland estate (leased
from the Duchy of Cornwall), in an idyllic
rural setting – though only four miles from
the city of Bath. The grounds were designed
by the well-known landscape architect
Capability Brown in the eighteenth century.
There can’t be many universities
in the UK that can rival this unique
setting. As a student you might find
yourself studying in the 14th century
Castle tower (the oldest building on
the campus and a scheduled ancient
monument) or in the Creative Writing
Centre in the Castle Gatehouse, another
scheduled ancient monument, now
equipped with the very latest computers
and audio visual equipment.
It’s not all ancient buildings.
The campus is a real mix of the old
and the new – and the two aspects are
sympathetically blended. The modern
buildings include a new award-winning
Theatre and, a superb purpose-built
concert hall, the Michael Tippett Centre
– both offering music and arts enthusiasts
opportunities to see (and be involved in!)
performances and exhibitions.
There are plans to implement a major
building programme on the Newton
Park campus, starting in 2012. The
developments are very exciting and
will provide superb new facilities for
students from all disciplines, with
additional specialist digital and studio
resources for students planning to
work in the broad range of creative
and cultural industries. The plans
include new academic/learning space
and facilities; new social space; and
new residential accommodation
for students.
01 Entrance to Sion Hill campus at dusk
02 Corsham Court Postgraduate Centre
03 Lake at Newton Park
04 Corsham Court gardens (© Olaf Lange)
05-06Drawings of the new campus development
Sion Hill campus is the main base for
the Bath School of Art and Design. Sion
Hill is in the Lansdown district of Bath –
a residential area of the city renowned
for its architecture, and within walking
distance of the city centre.
A recent major refurbishment at
Sion Hill campus means that specialist
facilities and resources for art and design
students are amongst the most modern in
the country. There are well equipped studios
and workshops: graphic communication
studios, electronic media workshops,
studios for art, textiles and sculpture,
workshops for wood, etching, lithography
and silkscreen.
You’ll also enjoy the friendly community
atmosphere at Sion Hill. It is in a very
peaceful setting (despite it closeness to
the city centre), and is surrounded by its
own attractively landscaped gardens; the
site originally belonged to a nineteenth
century mansion house, and although
the house was destroyed in the war, the
ornamental grounds remain.
Students and staff share a strong
environmental ethos and are very
aware of their responsibilities to
achieve sustainability and help
reduce climate change.
Our environmental policy commits
the University to continuous
improvement in environmental
performance across a range of
activities including waste management,
reduction and recycling, energy and
carbon reduction, minimisation of
emissions and discharges, developing
sustainable transport, construction
and refurbishment and sustainable
purchasing. It also includes best practice
in grounds management techniques.
The University has an excellent record
of environmental performance and
We’ve achieved a Platinum award
(the highest level) under the national
EcoCampus scheme, along with
the international environmental
management quality standard
ISO 14001.
We’ve achieved our highest rank
so far in the 2011 People and Planet
Green League Green League table –
7th out of 142 UK universities.
We’re now recycling over 60% of our
waste on campus, and are on target to
increase this to 70% in another year.
There’s a Carbon Reduction
Management Plan in place to enable
us to achieve 50% reduction in our
carbon emissions by 2020.
We promote an awareness of the
environment and best environmental
practice through our courses where
We make no use of animals in our
teaching and research other than
the observation and monitoring of
mammals and birds in their natural
habitats for conservation purposes.
01 Lake at Newton
Park campus
02 Peacocks at Corsham
Court (© Olaf Lange)
03 Main House
05Students bikes
You’ll want your time at university to be
enjoyable, worthwhile, and full of new
challenges and experiences. We have a
range of specialist services to help you
achieve your goals.
We aim to enhance the employability of all
our graduates by ensuring that as a Bath Spa
graduate you are well positioned and fully
equipped to identify – and set foot on – the
right career path for you.
As a student graduating from Bath Spa
University, you’ll leave with much more
than a degree in a specific area of study.
Throughout your course you’ll acquire and
develop a whole range of transferable skills,
practical experience and industry insights
that will make you highly attractive to
We’ll encourage you to start thinking
about making the most of your future right
from the start of your university life by
accessing the professional support and
wide ranging resources available to you
throughout the year – and even after you
Careers professionals and industry
experts work in partnership with lecturers
and tutors to help develop key employability
skills throughout your degree. They also
work closely with employers and other
industry partners to maximise both
opportunities for students and awareness
of our graduates’ talents and achievements.
Advice, guidance, information and ideas
on a range of issues, provided by specialist
staff who are happy to work with you,
sharing their expertise, bouncing ideas
around and guiding you (when you need
guidance) through the enormous range of
activities and issues that you will encounter.
It makes no difference whether
you’re a full or part-time student, UK, EU
or international – you’ll find a professional
team of people with information, guidance
and advice to hand. Email: studentsupport
Student Support advisors provide
information, support and guidance
on a range of issues, such as studyrelated difficulties; finances; relationship
problems; loneliness; and mental and
physical health. Student Support operates
a combination of drop-in sessions and
pre-bookable appointments. We won’t
make decisions for you – but we’ll help
you to make them for yourself.
reasonable adjustments to help you get
the most out of your studies and to meet
your learning support entitlement. Contact
us to discuss your needs with us as soon
as possible, so that we can make sure that
we are doing everything we can to help you
enjoy your life and studies at Bath Spa.
Our Medical Service is provided by a local
GP practice and provides the full range of
medical services from dealing with illness
and injury to providing services such as
contraception, vaccination, repeat
prescriptions and general health checks.
We encourage all students to register.
You can attend one of the surgeries on
campus or make appointments at the
practice health centre in town at other
times. Either way you’ll have a choice
of doctor or nurse appointment.
Full details at
services/day-nursery/ or call the Day
Nursery Manager on 01225 875590
[email protected]
Our aim is to make Bath Spa University
accessible to everyone and we welcome
applications from disabled students. The
Student Support team will work with you
and other university staff to make
If you’re a parent of children under five you
can arrange for them to be looked after at
Oak Tree Day Nursery at our Newton Park
campus. Children of staff and the local
community use the Nursery too, and
there’s a happy, secure and stimulating
environment. The Nursery is in two
adjoining houses, arranged for children
of different ages (six months to two years,
and two to five years). The services and
activities provided are tailored to the needs
of the babies and children, enabling them
to explore and learn through play. The
standards of care and nursery education
are high – this was confirmed by an Ofsted
inspection in 2009. The report comments:
‘ Children are happy and confident in a well
managed, stimulating care and learning
You can book morning, afternoon or
full day sessions, with student rates in the
range of £18.75 to £19.75 per morning or
afternoon session, and £37.50 to £39.50
for a full day, depending on the age of
the child.
In a multi-faith environment we welcome
students of all faiths – and none. Members
of the University Chaplaincy team visit the
campus each week for a drop-in session
and special events are organised to
coincide with specific seasons.
01 Off to a lecture
02 Mature students get plenty of support
Our team of careers professionals is
available to guide you in the right direction
and suggest ways to help you make
informed career decisions. Help with
everything from CVs and job search
strategies to assessment centres and even
module choice is available throughout the
year, with a range of one-to-one sessions,
small group workshops, mock interviews,
presentations and e-guidance options
available to give you the right kind of support,
how you want it and when you want it.
which can help you develop a range of skills
and experiences to support your career
development. Placements and internships
are also available on an extra-curricular
basis, both during term-time and vacation
periods. Our careers and business support
teams broker opportunities with businesses
in the region, offering a wide range of
opportunities for learning in a professional
A growing team of business experts are on
hand to work with you as “industry mentors”,
providing you with the opportunity to be
supported by a trained professional working
in a field of your interest including the
creative and cultural, health, science
and heritage sectors.
As well as a host of possibilities within your
degree to develop creative, innovative and
enterprising ideas, many opportunities exist
elsewhere at Bath Spa to unleash your
entrepreneurial spirit. The University’s
Business Plan Competition inspires
and rewards excellent new concepts and
business start-up proposals from students.
“InSparation” is a network offering support,
advice and developmental opportunities
for enterprising Bath Spa students.
An array of physical and electronic
resources helps you keep up-to-date with
news of the latest vacancies, recruitment
schemes and other opportunities. Recent
developments in specific degree-related
and employment sectors are available to
you, as are the psychometric assessment
tools, as used by major graduate recruiters.
Our careers website and regular eBulletin
is a rich source of information useful
before, during and after your period of study.
You’ll be introduced to graduate recruiters,
local, regional and national employers and
business experts through a range of industry
events on campus. Through careers events
and industry mentors to employer
presentations and networking evenings,
you’ll have the opportunity to get up close
and personal with the likes of the BBC,
NHS, Future Publishing, Ordnance Survey,
Hilton Hotels and many more, enabling
you to find out about the many options
open to you when you graduate. With
over two-thirds of our graduates gaining
employment in the south west of England,
we work closely with local and regional
employers to source and create the best
graduate-level jobs, placements and
internships for our students.
Many subjects have placements or industry
projects as part of their degree programmes,
01 Networking
with employers
02 Resources
As a ‘teaching-led’ university we put a lot
of effort into helping you get the most from
your studies. You’ll expect first rate lecturers,
but you’ll also get modern, well equipped
libraries and IT suites; innovative teaching
methods; the chance to study abroad – and
much more!
Both postgraduate and undergraduate
students automatically become members
of the Students’ Union when they start at
Bath Spa, so you can take advantage of
all our facilities and services.
Each campus has a library with stock that
reflects the courses that are taught there.
The postgraduate centre at Corsham
Court has a fully stocked library with a
wide range of books and journals, and a
full-time librarian available during the
week to help with your enquiries.
At Bath School of Art and Design,
the University has invested in equipping a
central new specialist library facility which
opened at Sion Hill in 2009. Here you can
seek creative inspiration from a wealth of
specialist books, up-to-date journals as
well as collections of exhibition catalogues,
slides and DVDs.
At Newton Park, our larger campus
library, there is a comprehensive collection
of books, journals, CDs and DVDs covering
the wide range of subjects we teach. If you’re
an Education student there is a separate
collection of resources to use when you are
on teaching placements in schools. As well
as traditional library materials there’s also
a large and increasing range of electronic
resources such as electronic journals,
electronic books and online services to help
you access high quality information for your
university work. Both libraries benefit
from state-of-the-art self-service equipment
and photocopying and printing facilities.
The libraries are divided into separate
areas for different kinds of study. If you
want to work in peace there are “amber
zones” where we ask people to talk quietly
and not use mobiles. If you really need to
concentrate you can work in a “red zone”
where we ask people not to talk or use
equipment that might disturb others.
However, at other times you’ll need to work
with others on group projects, so we’ve set
aside “green zones” where you can talk,
use mobile phones, eat and drink. During
2010/11 the front area of Newton Park
Library has been completely re-designed
and refurbished to improve services and
facilities for students. One of the main
aims is to provide additional collaborative
learning space and laptop docking points
as well as a vibrant, modern and welcoming
reception area and library information point.
This exciting new study space will open
24/7 in term-time.
Professionally qualified librarians run
sessions that teach you how to find and use
information – helping you to produce good
quality work but saving you time as well. We
also offer one-to-one tutorials, an electronic
enquiry service and advice when you need it.
If you’re a disabled student you’ll
get help on an individual basis to
make sure we best meet your library and
information needs. Check our website at:
There are several hundred networked
computers for students to use, many in open
access rooms which are available in the
evenings and at weekends as well during
the day. You can use these computers for
word-processing, spreadsheets, database
work, email and access to the Internet. And
you’ll find user-friendly online help pages
covering all aspects of IT at the University.
There are also specialised computer
facilities across the campuses for subjects
such as music, art and design, and media
production. We have both PCs and Apple
Macs as well as wireless connections
for laptops.
When you become a Bath Spa student
you’ll be given your own email account
– which you can keep for life!
As a teaching-led university we make
sure we’re right up to date with the most
advanced teaching methods, and all
students have access to our online virtual
learning environment, ‘Minerva’. Minerva
allows your lecturers to send course
materials to you via the web – and makes
these easy for you to find. It also provides
various other features such as discussion
boards which allow you to have online
conversations with others from your
course, and lets you submit coursework
01-02School of Art and Design
03 Specialist facilities
04 Performance Hall at Corsham Court
05 High-tech studio pod at Corsham Court
The Students’ Union is run by the students,
for the students, so we would love you to
get involved and add the benefit of your
experience as a postgrad student.
The Students’ Union is a democratic
organisation which ensures that the student
voice is listened to and acted upon. We
support, develop and entertain students
outside of their studies.
The day-to-day running of the Union
is overseen by three Sabbatical Officers
(the Union President, the Vice-President
Communications & Campaigns, and the
Vice-President Activities & Participation)
and four part-time Student Officers. The
Union employs full-time staff who help run the
facilities and services provided by the Union,
and who are always on hand to help you out.
Like any other Union, we ensure that our
members are getting a fair deal, whether
that is from the University, your employer
or even from your landlord. Our welfare and
advice services can help with a whole range
of student-related matters, from academic
appeals to personal issues. We are here as
your first port of call with any problems you
might have – and we have the first-hand
experience to be able to help.
Many students choose to give their time,
energy and skills to helping local, national
and international volunteering organisations
– and in doing so develop themselves
personally and professionally.
We have 20 active sports teams of which
six compete in BUCS (British University
& College Sport) at various levels and in
different leagues. These teams include
football, rugby, hockey, badminton, netball
and American football. The teams play
either mixed or as individual sexes, but no
matter what your standard, you will always
be able to join in with the team in some way.
A new student media hub, SpaLife, covers
TV, podcast radio and a termly magazine.
SpaLife offers a mix of news, features,
reviews, and home-grown talent, so is
always relevant to student life at Bath Spa.
Whilst the Students’ Union provides training
and support, every element of SpaLife is
led by the students including editing,
production, presenting and producing
the content.
Check us out at:
E: [email protected]
We have a new fitness suite built on campus
with top of the range equipment. There’s
also a Union shop at Newton Park and the
SU runs a bar at each site.
01–02In the Students’ Union
03 Relaxing on campus
The main highlights of the week are on a
Wednesday and Friday night, when we host
our popular Flirt! and alternative events. For
the larger Union events at Sion Hill, such as
the annual Summer Ball, a large marquee
is used.
The Students’ Union manages all of the
clubs and societies within the University.
News and information about these can be
found on the SU website – www.bathspasu. Cheerleading, hip-hop dance, jogging,
board sports, RAG… If none of the societies
on offer sound like your cup of tea, you can
always start your own society – just find ten
like-minded people to join you.
Please note that all fees are provisional at
the time of printing, and may be subject to
change. Please visit
services/finance/students/ for the latest
information on confirmed fees.
All Channel Islands and Isle of Man
residents studying for taught postgraduate
courses must pay a one-off registration
fee of £650 in addition to UK/EU fees.
There is no statutory funding in the form
of student loans for postgraduate students
unless you are undertaking a PGCE course.
However, there are a number of sources
where postgraduate students can apply
for funding. For further information please
For further information on financial
assistance to support your learning,
please visit:
T: 0800 100900
Bath Spa University have AHRC (Arts
and Humanities Research Council)
funded studentships covering tuition
fees and student maintenance in the
following subjects:
- 1x PhD Creative Writing
- 2 x MA Creative Writing or MA Writing
for Young People or MA Scriptwriting
- 1 x Master of Fine Art (MFA)
- 1 x MA Design (Ceramics)
- 1 x MA Design (Fashion and Textiles)
or MA Design (Investigating
Fashion Design)
- 1 x MMus (Songwriting)
The master’s awards are under the AHRC
Professional Preparation Master’s Scheme.
The PPM scheme supports students
undertaking a course that focuses
on developing high level skills and
competencies for professional practice.
For further information on these
studentships, and any other studentships
available, please visit
The new national scholarship fund is
open to all teachers in England with
qualified teacher status (QTS), currently
employed in eligible schools. The
scholarship focuses on four main priority
areas; maths, English, science and
special educational needs (SEN). Those
taking awards within the Professional
Master’s Programme may be eligible to
apply for a scholarship. Visit the TDA to
find out more:
A Professional and Career Development
Loan could help you pay for learning
that enhances your job skills or career
prospects. It’s a bank loan, so you’ll have
to pay it back once you’ve left your course.
You can borrow up to £10k and you don’t
pay interest for the period when you’re
in learning.
Half module
Single module
Double module
Research degrees (Mphil/Phd)
All taught postgraduate degrees
with the following exceptions:
MA Heritage Management
MA Travel and Nature Writing
MA Business and Management
MA Feature Filmmaking
Research degrees (Mphil/Phd)
£10,030 – £11,095
All taught postgraduate degrees
£10,030 – £12,205
There are a number of educational
charities and trusts to which postgraduate
students can apply to for grants. Often,
financial help is reserved for students
from poorer backgrounds, or for those
who’ve achieved academic excellence.
You can search for funding from
educational trusts on the Educational
Grants Advisory Service (EGAS) website
The Bath Spa University Student
Support Service is able to give you
advice and support with your application.
Email: [email protected]
- Non-means tested allowances for
disabled students in higher education.
- They help to pay for extra costs that
you may have to pay, when attending
your course, as a direct result of your
disability – such as the costs of a
non-medical helper, major items
of specialist equipment, travel and
other costs.
- For more information on DSAs and how
to apply, go to:
- Full time postgraduate students are
expected to have a certain level of income;
- This is called notional postgraduate
income (NPI) and in 2011/12 was set at
£161 per week for single students and
£129 for students with dependents;
- ALF cannot provide assistance with
core living costs – these should be
met by the student via the NPI;
- ALF cannot be used to meet the
cost of tuition fees;
- Applications to ALF can be considered
for expenditure over and above core
living costs;
Bath has many international links and each
year many students from all over the world
come to live and study in what is one of the
world’s most beautiful cities.
Bath Spa receives students from about
40 different countries and has links with
universities and colleges in Europe, the Far
East and the United States. We are part of
several ERASMUS and SOCRATES networks
in Europe, and have non-European students
exchange programmes with universities in
Australia, USA, Malaysia, Japan and China.
A growing number of international
students are taking MA, MSc and M Phil/
PhD programmes at Bath Spa University,
attracted by our high academic standards
and individual attention.
The course profiles in this prospectus will
show general entry requirements for
individual courses. In addition, non-native
English speakers will need TOEFL 550 or
IELTS 6.5 or equivalent minimum. Some
postgraduate courses, notably those in
the area of creative writing, have higher
English requirements.
Throughout your application we will take
great care to make sure you have all the
information and support you need to start
your studies here confidently. This includes
advice on immigration procedures, travel,
accommodation or any other information
you might need. [email protected]
Choosing the right place to live is an
important decision for international
students. The most popular choice is to
stay with a family (known as home stay).
Other options include staying on campus
or in shared private rented accommodation
in Bath, although availability for these
depends on the course you are applying
to study. We can advise you on how to find
suitable accommodation, but you will need
to finalise the arrangements yourself.
[email protected]
For information on fees and funding,
please see above. Students are advised to
contact the British Council in their own
country to find out about scholarships
which are available. We are approved by
the US Department of Education to certify
student Federal Aid loans.
“Before coming to Bath Spa I was a
professional actor and singer. I recorded
in Nashville TN, and I even worked for
Disney. I have a BFA in Theatre from West
Virginia University. After an independent
study in the U.S. with playwright Frank
Gagliano, I thought Bath Spa to be the
perfect place to further my education
in scriptwriting.
Bath Spa is one of the most
beautiful places on earth. The faculty
and administration made me feel at
home here, and I knew I would receive
a well rounded education in Scriptwriting.
The tutors are amazing, and they don’t
spoon feed you. In the industry of writing,
you can’t expect jobs to fall in your lap.
The course has taught me to make
contacts and to go out and find everything
I am looking for. Thus far it has already
helped my career in ways that I never
thought possible.
Bath Spa offers an immense selection
of things to do when you are not studying;
from donating a day on the weekend to
charity; participating in the Bath festivals;
to sports; the Student’s Union nights; or
filming a television series with industry
professionals. I loved every minute I
spent at Bath Spa.”
Please do contact us if you have any
further questions.
Bath Spa University
Newton Park Campus
Newton St. Loe, Bath
BA2 9BN, United Kingdom
Telephone: +44 (0)1225 875875
Email: [email protected]
Bath Spa offers opportunities for
supervised, original research leading
to the degrees of MPhil and PhD.
The University has research activity
across all of its academic schools with
particular strengths, as measured in
the independent Research Assessment
Exercise (RAE2008 – see,
in Art and Design, English and Creative
Writing, History, Music, and Psychology.
All ten subject areas entered in RAE2008
(Biological Sciences, Geography,
Psychology, Education, English and
Creative Writing, Study of Religions,
History, Art and Design, and
Communication, Cultural and Media
Studies) were judged to be contributing
internationally recognised research
(2* and above). In five areas (Music,
Communication, Cultural and Media
Studies, Art and Design, History and
English) some of the research was
awarded a world-leading rating (4*).
The University has received research
grants and/or doctoral bursaries from
the Arts and Humanities Research
Council (AHRC) in History, English,
Creative Writing, Art and Design, Study
of Religions, Geography and Music.
The University has also gained research
grants from other major national funders,
such as the Natural Environment Research
Council (NERC), The Leverhulme Trust,
British Academy, Arts Council, and
many other charitable or commercial
organisations. For details of current
scholarships and/or bursaries available
please see the University’s main website.
Where there are a number of academic
staff and doctoral researchers working
together around common themes the
University has approved Research Centres
and Research Groups (details of which
can be viewed from our main webpage).
The University particularly welcomes
PhD enquiries from potential applicants
whose research may complement that
of the Centres and Groups.
Work at research degree level is one
of the most demanding and rewarding
experiences in higher education. It involves
direct engagement with a chosen field
of study and, through this, the chance to
explore ideas and problems in considerable
depth, and innovative ways. Successful
completion of an MPhil or a PhD represents
the fulfilment of a person’s intellectual
potential and a major life achievement.
Bath Spa organises its research degree
programme through the Graduate School,
based at the University’s Corsham Centre.
The Graduate School works closely with
other Schools and all research supervisors.
It also provides training, funding for
seminars/symposiums and a travel
conference fund for students presenting
papers at conferences.
Every research student can expect
close, experienced supervision and access
to good library resources. In turn, they
are expected to demonstrate consistent
progress in their work and a commitment
to the pursuit of excellence. Study can be
on either a full or part-time basis. The
University expects its research students to
engage with the wider research environment
both within the University and beyond.
01 The library
02 Quiet study
03 Main House
04 University Theatre
05 Graduation day
Graduate School with the aim of promoting
research student work within the university
and beyond. All students are invited to join
the group on enrolment.
Bath Spa has particular research strengths
in the following areas:
Bath Spa provides a lively research
environment in which to study. The
University is big enough to offer variety and
diversity; yet small enough for a personal
approach. There is space here to think,
create and move forward. There is also
the opportunity to work with academics
who are not just authoritative, but also
passionate about their subject.
A research degree is examined through
the presentation of a thesis and through
a viva voce examination. For more details
about the requirements, please visit the
Graduate School website, and especially
the Handbook to be found there.
The word length requirement for
an MPhil in science or art and design
is 20,000 words. For a PhD it is 40,000
words. In humanities, social science and
education the word length requirement
is a maximum of 40,000 for an MPhil and
80,000 for a PhD. It is possible to submit
creative work as part of the thesis, in which
case the word requirement is adjusted.
The creative and written elements of the
thesis are carefully related. It is expected
that the written element will set the
creative work in its relevant theoretical,
historical, critical or design context.
RESNET is a research student network
run by and for Bath Spa University research
students. The network arranges seminars,
a research student support group and an
annual symposium. It also liaises with the
In Art and Design we offer supervision
in ‘practice-led’ research degrees that
involve creative work in the following
disciplines: fine art, which includes
painting, sculpture and video; graphic
design; ceramics; fashion and textile design;
illustration; new media; photography;
digital imaging; electronic printmaking;
interactive film; electronic design; media
art practice.
In the School of Education we are able
to offer supervision in research degrees
linked to the following research centres:
Technology(CEIT): The centre focuses
on investigating and developing innovative
learning and knowledge technology (LKT)
pedagogical solutions that ICT resources
can provide for learners as critical thinking
tools. CEIT researches new ways of
understanding the epistemology of LKT
and proffers learning theories and CPD
solutions that enable technology
integration and infusion into and across
the education and training curriculum.
The Centre aims to broaden knowledge
of theory, policy and practice within the
fields of ICT education, e-Learning,
e-scaffolding and knowledge elicitation
systems, Communities of Practice (CoP),
virtual learning and reality learning
Learning(CRESL): The centre promotes
both individual and collaborative research
and scholarship in primary and early years
science education. CRESL fosters a
collaborative approach to developing
projects, including applications for
external funding, to broaden knowledge of
theory and practice within the field of
early scientific learning and related fields.
(CRAE): The centre embraces a broad
range of disciplines within the arts,
promoting inter-disciplinary arts and
arts educational practice, and research.
The Centre draws upon the distinctive
specialisms at Bath Spa University,
operating across the full spectrum of
visual and performing arts: creative writing,
dance, drama, music, visual art including
traditional media and techniques,
multimedia, video and installation.
Centre(CERC): The centre promotes
both individual and collaborative research
enterprise and scholarship in the field
of children and their environments. It
contributes to a body of knowledge of
critical, philosophical, socio-cultural
and political discussion within the field in
addition to the international debate about
improving children’s well-being within the
contexts of education and community. The
Centre adopts a collaborative approach
to developing projects and engages with
an international network of professionals
and academics.
The centre builds on work over recent
years by an emerging group of researchers
in the School of Science, Society and
Management) working within the fields
of inclusion and vulnerable learners
(particularly those with dyslexia).
CRIVL’s research focuses upon the
development of interprofessional and
interdisciplinary networks across children’s
and other agencies. The Centre is unique
in its drive to: explore shifting policy and
cultures of integrated services; identify
theoretical perspectives arising from the
drive for social and educational inclusivity
and the Every Child Matters Agenda;
and bring together researchers from
frameworks beyond education to
collaborate in the examination of
issues such as, race, disability, poverty
and health within a multi-cultural
Research programmes can also
be offered in the areas of education
policy and practice, international
education, sociology of education
and mathematics education.
The School of Humanities and Cultural
Industries can offer supervision in English
Literature; Creative Writing; History; Study
of Religions; and Communications,
Cultural and Media Studies. Doctoral
supervision is arranged within our
specialist Research Centres.
ResearchCentre:The Book, Text and
Place (1500–1750) Research Centre is
dedicated to exploring literary and
cultural history from the sixteenth to the
eighteenth century. The Centre is
composed of Dr Ian Gadd, Dr Stephen
Gregg, Dr Tracey Hill and Dr Christopher
Ivic, scholars who have secured major
fellowships from both British and North
American sources and whose work has
appeared in prestigious presses and
journals. Our doctoral students are active
researchers, presenting and publishing
their work, with an impressive record in
attracting research grants; the Centre has
twice secured full time AHRC funding for
its PhD students. Postgraduate students
are encouraged to play an active role
within the Centre’s research-based and
professional activities. The Book, Text and
Place Research Centre particularly
welcomes postgraduate research on the
following subjects: literature and landscape;
the cultural history of early modern London;
print and manuscript culture; editorial
theory and practice; femininity and
masculinity; national identities in the
Atlantic Archipelago; empire and
colonialism in the eighteenth century;
Daniel Defoe; and the eighteenthcentury novel.
The Centre for Contemporary Writing
is the largest of the School’s research
centres. Cross-disciplinary in character,
it involves staff and students from
Creative Writing, Publishing, and English
Literature. Its aims are to encourage,
develop and support the research of its
members; to produce new creative and
critical works for publication, broadcast
and other forms of dissemination; and
to nurture and sustain a rich research
environment. In RAE 2008, a large majority
of the School’s research in these subjects
was classified as internationally excellent
or internationally recognised; some was
classified as world-leading.
The Centre has particular strengths
in fiction, poetry, scriptwriting, and nature
writing. Subject specific support and the
development of our PhD community is
given through our monthly Contemporary
Writing PhD Research Forum. The Centre
provides opportunities for its postgraduate
students through its involvement in
International Research Partnership
involving Columbia College, Chicago.
It promotes major events at NAWE and
AWP conferences. The Centre sponsors
a strand of events at the Bath Literature
Festival and the Stand Up Poetry Series
of public poetry readings in Bath.
PhD students have been involved
in the touring production of Elizabeth
Wright’s play Vanessa and Virginia and
an associated conference about the
Bloomsbury Group. Future opportunities
for postgraduate involvement will include
MIX, a conference on all aspects of
transmedia writing; and a conference
and lifelong learning seminar series at
the London Irish Women’s Centre, funded
by Ellen McWilliams AHRC Fellowship
(the fellowship also supports Dr McWilliams’
monograph, Women and Exile in
Contemporary Irish Fiction).
CreativeWriting:Candidates are invited
to submit proposals for PhD projects that
combine a full length manuscript (fiction,
poems, play-scripts or literary nonfiction) with an element of supporting or
contextualising research. The School has
some of the country’s best postgraduate
programmes in Creative Writing, with an
exceptionally strong team of publishing
novelists, poets, scriptwriters, children’s
writers and writers of literary non-fiction.
Many of our students have been successful
in publishing their work and receiving
literary prizes for it. We have an excellent
record of securing AHRC funding for PhD
students in this subject. The AHRC has
awarded us full-time block grants for two
PhD in Creative Writing students; these
will be advertised for October 2012 and
October 2013 starts.
EnglishLiterature:Candidates may
propose English Literature PhD projects
in any literary field. The Contemporary
Writing Research Centre has distinctive
expertise in the work of William Styron,
Ian McEwan and J. H. Prynne; women’s
writing (particularly Sylvia Plath, Margaret
Atwood and Joyce Carol Oates); Irish
literature and diasporic identity; modernism
(especially Wyndham Lewis and Virginia
Woolf); and crime fiction (with leading
scholarship on Patricia Highsmith).
The Centre welcomes applications
that will build on and extend these
areas of expertise.
The Department of History at Bath Spa
has active research clusters in British
and Irish history (early modern and
modern), international history, and the
history of gender, heritage and the urban
experience. 80% of the history submission
to RAE 2008 was judged to be internationally
recognised, internationally significant or
world leading. The department currently
has an active group of doctoral students
working on a range of subjects, extending
from the British army in the nineteenth
century, 16th century queenship in Navarre,
through various topics redefining the
18th –19th century cultural history of Bath
from poverty to the media.
The department encourages research
proposals and its research strengths
include areas in early modern British/
European social, political and cultural
history; modern British history; Irish
history; the history of the Islamic world;
the history of intelligence and espionage;
George Orwell, gender, politics and identity.
The Department’s History and Culture
Research Centre holds conferences and
hosts other research activities. Encouraging
applications exploring the particular
questions based around the concepts
of History and Culture, especially with
regard to gender and the urban experience
over time, and to the practical application
of History and Culture through Heritage,
the cultural history of the town and
questions around gender, space,
place and environment.
We would welcome applicants with
research proposals closely related to
these research areas.
The Media Futures Research Centre is an
interdisciplinary network of scholars and
graduate students based in the Department
of Film and Media Production and School
of Humanities and Cultural Industries.
The Centre supports research on all
areas of media representation, reception
and production with an emphasis on
contemporary and future developments.
The media landscape is dynamic and
understanding the commercial, cultural
and political impacts of current and future
change is a critical challenge. The Centre
seeks to place this challenge in a broad
context, investigating developments in
the cultural industries, new conceptions
of media audiences, shifting patterns
of media representation and identities
and the role of transmedia and digital
communication in shaping public
understanding of key issues.
As a PhD student you will be part
of a thriving research community which
has received national and international
recognition. You will have the opportunity
to participate in a variety of activities
including an annual research conference,
a seminar series and research training,
and enjoy the networking opportunities
offered by the Department and the School.
The University offers a Postgraduate
Certificate in Teaching and Learning in
Higher Education and the Department
will support you in pursuing this award,
providing you with a mentor and the
opportunity to gain teaching experience
in your specialist field.
The centre welcomes PhD applications
in the following areas: Alcohol or drugs
in the media; Animation; Contemporary
celebrity culture; Digital media preservation;
Feminism, femininity and popular media
culture; Film and British national identity;
Horror culture; Masculinity in the media;
Media and cultural industries policy and
work; Media education; Media fandom
and subculture; Media policy; Metal
studies; Motherhood and the maternal
role; News reporting and journalism;
Popular music industries and journalism;
Videogames and the cultures of play;
World cinema.
The Writing and Environment Research
Centre offers an exceptional level of expertise
in the fields of ecocriticism and nature
writing, with academics working as critics,
creative writers (non-fiction writers,
novelists and poets), writer-activists
and pedagogical researchers. Bath Spa
University has been in many ways the
pioneer institution for ecocriticism in
Britain, teaching the first modules in that
field, publishing some of the first books and
articles, and founding the UK branch of the
Association for the Study of Literature and
Environment. Thanks to our long-standing
commitment to teaching environmental
humanities, our library holdings have
strength in depth, which complements the
interests and commitments of our staff.
As the home of two former Chairs of
the Association for the Study of Literature
and the Environment (UK and Ireland) and
the site for four previous conferences on
ecocriticism and animal studies, Bath Spa
has an impressive record in hosting and
facilitating research in this field. Since 2008,
the WERC has also supported the publication
of Green Letters: Studies in Ecocriticism,
ensuring that researchers here are kept
abreast of the latest developments. Scholars
in the Centre have long-standing connections
with ASLE in the USA, and with branches
and associated organisations in Australia,
Canada, Europe, India, China and are
actively engaged in collaborative
international research projects.
We would welcome applicants wishing to
pursue research in the theory and practice
of ecocriticism, nature writing and all other
kinds of environmental creative writing,
environmental journalism, animal studies
and the pedagogy of the environmental
Candidates are invited to submit proposals
for PhD projects that combine the
manuscript of a novel for young people
(8–12 or YA fiction) with an element of
supporting or contextualising research.
The School has a well-established and
highly regarded specialist postgraduate
programme, with a strong team of published
writers for Young People and an excellent
track record of student publication.
Staff in the Department of English also
have specific expertise in modernism,
gothic studies, the work of Bram Stoker,
the Victorian novel, and postcolonial
literatures. The Department has a thriving
community of PhD researchers working
on topics including narratives of animalhuman metamorphosis, early modern
theatre and popular literature, literature
and climate change, and author-focused
studies on Jean Rhys and Joan Didion.
English PhD researchers also run a
monthly English PhD Research Forum
and play an active role in Departmental
Research Days.
Research strengths in the Religions,
Philosophies and Ethics team include:
Indian religions in the modern period;
East-West encounter from the nineteenth
century onwards; religious education
in national and international policy and
practice; religions of South Asian origin
in education; contemporary spiritualities
such as Paganism in education; Theravada
Buddhism; Buddhism in diaspora; Buddhism
in interfaith; ethics of war, peacebuilding
and reconciliation; Buddhism, politics
& violence; contemporary Buddhist
movements in Asia (India, China, Korea
and Japan) ; ecological, existential and
feminist philosophies; and contemporary
religion and spiritualities including
Paganism and women’s spiritualities.
We would welcome applicants with
research proposals closely related to
these research areas.
The School offers supervision in Music
as a research area, and we particularly
welcome practice-led proposals that
incorporate a portfolio of creative work.
As a research centre, 80% of our
submission was recognised
internationally in terms of originality,
significance and rigour, with 10% judged
as being world-leading in the latest RAE
exercise. Recent funded research projects
include an investigation into the
composition and performance practice of
text scores, visual music, and songwriting
in the higher education curriculum. All our
staff are active as practitioners, and full
details of their specific research interests
and profiles, as well as information about
the research environment in the School,
can be found at the school website from
the main webpage.
composition (electro-acoustic and
instrumental), sonic art, experimental
music, visual music, contemporary
music, contemporary performance and
performance practice, music analysis,
historical performance, early notations,
preparing critical and performing editions,
medieval and renaissance musicology,
early music, and ethnomusicology.
The School can offer supervision for MPhil
and PhD in biology, environmental
science, food science and technology,
human nutrition, public health nutrition,
geography, GIS, sociology, health studies,
psychology and business & management.
DepartmentofScience: Research in
Biology is conducted through its Ecology
Research group, and is wide ranging from
algal flora of the Severn Estuary, to otter
diet on the Somerset Levels, and to
occupational and domestic exposure
to fungal contaminants. One of its key
strengths is in Ecology where there is
expertise in habitat creation, algal flora
of tufa formations, mammal and bird
ecology, ecological impact assessment
and risk assessment. Much of this work
is done in close association with local and
regional nature conservation organisations
and is closely connected with consultancy
work and postgraduate teaching
undertaken by staff.
Food and Nutrition research strengths
in the areas of microbiology, food quality,
food safety and control, human nutrition,
public health nutrition and health and
well-being. The subject also has strengths
in human nutrition in particular type
2 diabetes, food product and process
development, development of smart
labels and industrial applications of
immobilised enzymes. The subject has
also conducted several consultancy
projects for the food and nutrition sector,
including the food industry, through its
Food Business Centre, which houses the
Centre for Food Product Development .
Psychology conducts its research
through its Psychological Research
Group which has particular strengths in
evolutionary psychology and Parkinson’s
disease. Other strengths include
lateralization of emotions and language,
chronic health illness and rehabilitation
and hearing damage in motorcyclists.
Researchers in the group also have
strengths in offender profiling and
extra-legal defendant characteristics,
psychosexual counseling and therapy and
history of psychological therapy services.
The Department conducts research and
consultancy in Geography, GIS, Sociology
and Health Studies, through its Communities
and Social Identities Research Group and
Changing Landscapes Research Group .
Human geographers are involved in
a wide range of research projects, which
can be grouped into two major, and
overlapping, themes: Landscape, Identity
and Representation and Development
and Sustainability. Research includes both
individual and collaborative projects, and
includes traditional academic research
and pedagogic research.
Physical geographers undertake
research in the application of
palaeoenvironmental indicators
to reconstruct past environments,
spanning marine, coastal, and terrestrial
environments, using a variety of indicators
such as microfossils (e.g. pollen and
diatoms), macrofossils (e.g. molluscs),
sedimentology, and geochemistry.
Research in GIS covers a wide range
of applications of spatial technologies to
environmental and social issues such as
environmental mapping and monitoring
systems, coastal zone management and
disabilities and accessibility to open space.
Management: The Department has
particular strengths in Public Trust and
Confidence in Relationship Marketing;
modern conceptualisations of Business
to Business marketing; the application
of Market Orientation constructs; Ethical,
Governance and Data Protection issues;
integrating knowledge management
activities into management information
systems and exploration of innovative
‘build-to-order’ manufacturing concepts;
to mention but a few.
-Maximum: 36 months;
-Minimum: 18 months.
-Maximum: 48 months;
-Minimum: 30 months.
-Maximum: 60 months;
-Minimum: 24 months.
-Maximum: 84 months;
-Minimum: 36 months.
Applicants would normally as a
minimum hold a first or upper second
class honours degree from a UK HEI,
or its equivalent. A relevant master’s
degree is also preferred. Applicants
should note that they will normally be
required to undertake research training
as part of their studies unless they can
demonstrate equivalent prior training
(eg through a relevant Master’s
programme). Students register as
an Advanced Postgraduate in the first
instance. Application for formal
registration for either the degree of
PhD or MPhil takes place within six
months, subject to a detailed and
satisfactory proposal.
International students who do not
have English as their first language may
have to undertake an IELTS or TOEFL
language test. The minimum accepted
standard would be 6.5 on the IELTS scale.
A higher standard for admission may be
required in some fields.
01 Working on campus
02 Lecture
03 Antique gateway detail
04 The lake at Newton Park campus
05 Corsham Court campus
06 Discussion
07 Using the Glass Room in the Library for group work
All potential
candidates are
encouraged to
discuss their
proposed field of
interest with the
School or
concerned before
making a formal
Please contact the
Graduate School if
you are not certain
who you should
approach. Details
about entry
procedures are given
on the Graduate
School area of the
University’s website.
Application forms are
available from the
Graduate School
Administrator. All
applications must
be accompanied by
copies of academic
certificates, a
photograph, the
names of two
academic referees
and a sample of
written work.
- Every research
student can expect
close, experienced
supervision and
access to good
library resources.
- Work at research
degree level is one
of the most
demanding and
experiences in
higher education.
- Big enough to offer
variety and
diversity; yet small
enough for a
personal approach.
- Research students
wishing to pursue
an academic career
can take the
University’s Higher
Education Academy
(HEA) accredited
PGCert in
Learning in Higher
Education at no
extra cost.
Please contact:
Allison Dagger,
Graduate School
E: [email protected]
or via the other
contact details given
on the Graduate
School website:
This innovative course benefits from
collaborative relationships with museums
and galleries of national and international
significance, notably the Holburne Museum,
Bath; Arnolfini, Bristol; Spike Island, Bristol;
and Bristol City Museum and Art Gallery.
and Design and have
access to all Art and
Design related
facilities on the Sion
Hill campus. The MA
base is at Corsham
Court, our campus
for postgraduate
practice and
It covers a wide range of curatorial
approaches, from management of the
historical collection to creative curating
of contemporary art, craft and design.
The course takes a broad view of curatorial
practice and the programme includes
consideration of activities in the private
domain of the domestic interior, and in
virtual reality, as well as commercial
treatments, such as shop window display.
The course is offered in both full and
part-time modes. It is normally one year,
(three trimesters) in duration in full time
mode or six trimesters in part-time mode.
The first two trimesters comprise taught
sessions and assessed projects, while the
Master’s Project in the final part of the
course is by negotiated project. Completion
of the first two modules on the course leads
to the award of the Postgraduate Certificate,
and completion of the first four modules
leads to the award of the Postgraduate
Diploma. Subsequent completion of the
MA double module leads to the award of
MA Curatorial Practice.
Part One introduces generic research
methodologies with Part Two considering
subject specific material, analysis and
evaluation techniques.
The Role of the Curator considers the
changing role of the curator and the ‘politics’
of curating. It addresses developments in
critical theory and their impact on curatorial
practices and includes topics such as
representing communities, ethnicities,
gender issues, ‘interventions’, gallery
learning, the ‘post-museum’ and
creative curating.
This element of the course considers
private activities in the domestic interior,
as well as public collections and their
management. It covers material culture,
the urge to collect, the collection as shrine,
oral history and its methods, object studies,
research in the archiving and management
of historical collections, with the collection
at the Holburne Museum in Bath providing
an important case study.
The module looks at public and private
modes of display. As well as considering
a range of museum and gallery practices,
it includes studies in domestic display,
commercial display and digital display.
The Master’s Project is capable of
accommodating a variety of approaches
for assessment. Examples might include
(but are not restricted to) the traditional
written dissertation, perhaps drawing on
historical or archival case studies, research
into and/or curating of an exhibition in
a particular venue, and forms of digital
production, such as the construction of
a museum or gallery specific web site.
The MA adopts a ‘practice-led’ approach;
while some sessions are delivered by
university academics at the Corsham
Court Centre, others are delivered by our
collaborators and relate to particular case
studies or collections. There are field trips
to museums and galleries in the Bath/
Bristol area and opportunities to work
alongside museum and gallery professionals
on selected in-house activities. ‘Real life’
projects can be pursued in response to
assessment assignments, especially
in relation to the final ‘Master’s Project’
double module.
- The ability to deal with complex
issues in the area of curatorial
practice history, theory and context,
effectively employing skill in analysis
and synthesis as necessary.
- The ability to independently plan and
implement research activities in the
subject fields of curatorial practice,
demonstrating professionalism,
self-direction and originality.
- The ability to effectively propose and
curate exhibitions, drawing on research
and understanding.
- The ability to initiate and contribute
to debate and discussion in relation
to curatorial practice.
- The capacity to advance knowledge,
learning and skills in the subject fields
of curatorial practice.
Typical career destinations include:
- Curatorial work in museums
and galleries
- Freelance curatorship
- Galleries/Arts administration
- Public Art
- Critical writing, such as exhibition
reviews and catalogue essays
- Master of Arts (MA)
Curatorial Practice
- Postgraduate
Diploma (PGDip)
Curatorial Practice
- Postgraduate
Certificate (PGCert)
Curatorial Practice
- MA full-time three
trimesters (one
calendar year)
- MA part-time six
- PG Dip full-time
two trimesters (one
academic year)
- PG Dip part-time
four trimesters
- PG Cert full-time
one trimester
- PG Cert part-time
two trimesters
- Collaborative
relationships with
museums and
- Access to in-house
museum and
gallery archives
and specialised
libraries for
research study
- Opportunities to
curate exhibitions
- Offers of
to graduating
Application forms
are available on the
website and for any
admissions enquires
please contact:
T: +44 (0)1225 875624
E: [email protected]
01 Pieces of Russia Exhibition at the BRLSI, Queen’s
Square Bath 1st – 4th June 2011. Curated by
students from MA Curatorial Practice.
02 Detail of installation at Hamburger Bahnhof, Berlin
03 Detail of Shards by Jo Dahn
04 Detail of exhibition by Sue Bradley at Bath School
of Art and Design Gallery
05 Detail from Spoiled by Elaine Wilson
Please see page
12 for full details.
You will be registered
in the School of Art
Please contact
course director
Dr Johanna Dahn
T: +44 (0)1225 875694
E: [email protected]
Brand Development/Ceramics/Fashion and Textiles/Investigating Fashion Design
- MA Design: Brand
and Textiles/
Fashion Design.
- PGDip Design:
Brand Development
and Textiles/
Fashion Design.
- PGCert Design:
Brand Development
and Textiles/
Fashion Design.
Design courses are
taught at Sion Hill
and Corsham Court.
Investigating Fashion
Design is also taught
at the Fashion
Museum in Bath.
Ceramics is also
available via a distance
learning route.
- MA full-time: three
trimesters (one
calendar year)
- MA part-time: six
- PGDip full-time: two
trimesters (one
academic year)
- PGDip part-time:
four trimesters
- PGCert full-time:
one trimester
- PGCert part-time:
two trimesters
Please see page
12 for full details.
AHRC Studentships
available – see page
12 for full details
Application forms
are available on the
website and for any
admissions enquires
please contact:
T: +44 (0)1225 875624
E: [email protected]
The MA Design programme has four routes;
Brand Development; Ceramics; Fashion and
Textiles; Investigating Fashion Design.
You will choose one of these specialist
routes, but students from all four routes
will explore together common principles
in the philosophy and approach to design.
You will then focus on the diversity and
individuality of your particular design
The course is offered in both full and
part-time modes. It is normally one
calendar year (three trimesters) in
duration in full-time mode, or six
trimesters in part-time mode (this
may be extended by negotiation).
The course is in three parts:
- The Postgraduate Certificate (PGCert)
in trimester 1
- The Postgraduate Diploma (PGDip)
in trimester 2
- Master of Arts (MA) in trimester 3
01 Bath and North
East Somerset Council
–Fashion Museum/
Photography by
James Davis and
Shaw & Shaw.
02 Krestina Juel Orpwood,
MA Design: Ceramics
03 Colour swatches
04 Emma Ley, MA Design:
Fashion and Textiles
During the first two trimesters full-time
students are expected to give four days
a week to the course and part-timers
two days a week (in each case through a
mixture of taught and self-study hours).
All teaching is supported by email and
you will have a personal tutor and ready
access to the course director.
For full-time students, trimesters 1
and 2 involve four modules leading to
the PGDip. All students take a common
module, Research Methodologies, in the
first trimester. At the same time you will
undertake the first module of your chosen
design discipline in trimester 1, followed
by two further specialist modules in
trimester 2. Finally an individually
negotiated study forming a body of
work, in trimester 3, completes the MA.
Specialist facilities include computer
studios with over 70 Macs, as well as
flatbed and transparency scanners.
There is a recently re-equipped digital
media studio. Ceramics students have
workspaces in well equipped workshops,
including CAD facilities. There is an
excellent glaze laboratory and a range
of electric and gas-fired kilns, including
outdoor firing facilities for salt and raku.
There is also a dedicated space and kilns
for large-scale work. Fashion and Textiles
students benefit from specialist studio
spaces for both digital and screen printing,
knitting, weaving, embroidery, laser cutting
and pattern cutting, using the latest digital
technology for CAD/CAM.
All students have access to workshops
in photography, sound and video, etching
and litho, as well as the specialist Art and
Design library.
The normal entry qualification is a good
undergraduate degree or its recognised
equivalent in appropriate fields of study
(such as design; business; media; ceramics;
textiles; art and design history) and by
interview. Candidates with a good honours
degree in an unrelated discipline and/or
with relevant background experience will
also be considered.
“This is a course I would definitely recommend
to any undergraduate or alike who wishes
to develop their skills and enhance their
knowledge in one of the most important
aspects of graphic design.”
Brand Development aims to develop the
analytical, strategic and creative thinking
processes together with the skills related
to brand creation, identity, positioning and
Graduates from design, business
and media programmes can take this
opportunity to gain true insights and
skills in the development of successful
brands. Design and business procedures
are brought together to interact in a
positive and productive way to simulate
best practice in organisations committed
to brand creation and development.
The course combines theory and practice
through assignments, case studies,
research, analysis, planning, reporting
and the production of creative solutions
to given problems. You will explore issues
such as corporate and brand history;
methods of research, analysis and
evaluation; issues related to sustainability,
marketing, graphic and packaging design;
new product development; and design
management. Talks by visiting professionals
with roles in design/brand management in
industry or independent consultancies are
an important element of the programme.
The first two trimesters will involve a
programme of lectures, seminars, group
critiques, assignments, research and
independent study. You will take four
modules, leading to the Postgraduate
Diploma (PGDip).
The final trimester, leading to the MA,
comprises an individually negotiated study,
which is research based, resulting in a
body of work for assessment and supervised
at interim stages by tutorial.
A choice of pathways is available at
this stage allowing you to focus your
study on either creative design or brand
management issues.
This Master’s Project double module
offers students a choice of emphasis
in their studies either concentrating
on creative or management issues
within a comprehensive body of work
that draws on the knowledge and
experience gained through the
taught programme.
Part One introduces generic research
methodologies with Part Two considering
subject specific material, analysis and
evaluation techniques.
Paul Minott (course leader); Graham
McLaren; Julia Moszkowicz. In addition,
specialist professionals are invited to
lecture on particular aspects of the
programme. These are drawn from
creative design and brand management
roles within major corporations and
organisations and independent
Defining a brand, case studies of successful
and unsuccessful brands,an analysis of
the factors which contribute to the creation
and positioning of brands, including brand
mapping and market analysis.
An historical survey of brands and their
evolution, a study of media strategies
in support of brands together with a
study of ethical, environmental and
legislative issues.
Needs driven methodologies for
creating new brands and identifying
NPD opportunities together with ideas
generation techniques in a group
dynamic leading to strategic approaches.
Normal requirements are the
presentation of a body of work for
each of the four taught modules.
Typically this would include a report
which is supported by research and
investigation with evidence of statistical
data accompanied by visual work
demonstrating the strategic and creative
approach to the assignment. The final
MA dissertation requires the submission
of a body of work that clearly and
comprehensively addresses all the
issues agreed and identified in the
initial proposal prior to commencement.
There are no written examinations.
The creative industries are increasingly
looking for individuals who are not only
able to produce creative solutions to
problems but are able to ground these
in the needs of the market. The course
opens up career possibilities in design
consultancies, advertising agencies,
television companies, publishing,
consumer-led industries and
manufacturers, the retail sector,
the public service sector including
government departments, charitable
and civic organisations, research
organisations and marketing companies.
01 Seminar
02 Student's branding
03 Branding seminar
Please contact
Paul Minott:
T: +44 (0)1225 876101
E: [email protected]
Ceramics aims to develop individual
abilities within the subject, whether through
practice or historical or theoretical study.
Approaches range from sculpture and
installation through to studio ceramics
and design for products.
The course is distinctive in offering you
the opportunity to specialise in ceramics
as a medium allied to a breadth of
possibilities, and establishing negotiated
individual modes of practice.
In the first trimester you will undertake
a module in research methodologies in
conjunction with students from other
design disciplines. You will also be
establishing and initiating your studio
based creative practice through individual
and group tutorials and critiques. This
teaching will cover issues of technique
together with aesthetic and design ideas
and their interpretation and context within
contemporary practice. This approach to
studio work will be further developed in
the second trimester, alongside an
individual analysis of the relevant
theoretical, cultural and social context
for your work. The four modules taken
in the first two trimesters lead to the
postgraduate diploma (PGDip).
The final trimester, leading to the
MA, comprises an individually negotiated
and self-initiated body of work building on
the knowledge and skills already acquired.
You will be supervised by tutorial through
to completion. The project will be selected
from options giving an emphasis either
to individual expression or a more
design-based approach.
Students may opt to take some or all
of the modules on this course by distance
learning. Teaching and tutorial support
will be delivered via a combination of
computer-based learning and campus
visits, with assessment matched to
the particular interests and needs of
individual students.
This route is open to all students
on the course. You may pursue both
practice based and/or historical
approaches to the study of ceramics
by this means. The route will be of particular
interest to those geographically distant
from Bath, or who would find attending
campus regularly difficult.
The technology used is simple and
accessible. You will need access to
a computer linked to the internet as
materials are delivered through a
standard web browser. We welcome
enquiries from anyone interested in this
option, and will be delighted to answer
any questions you may have.
This module is intended to provide students
with a strong sense of methodological
purpose when thinking in, through
and about their practice. Research
Methodologies will outline established
models of academic enquiry – both
practical and intellectual – proposing
ways to gather, analyse and communicate
a wide range of data and ideas.
A practice module, where students
produce work based upon a programme
negotiated and agreed with staff, designed
to set an agenda and working plan.
A practice module, where students
make work based on visual research on a
programme negotiated and agreed with
staff to develop studio work, awareness
and understanding of relevant concepts.
A module where the practitioner engages
in a contextual consideration of their work
by referring to cultural, critical, theoretical
and historical perspectives employing
advanced research methods alongside
development of a proposed programme
for the final MA module.
You are expected to submit a
comprehensive body of creative ceramic
work which meets the agreed objectives,
accompanied by documentation of visual
and other research. It should include a
written evaluation of the ‘journey’ and
outcomes of your project, and aspirations
for future developments.
Theoretical elements will be delivered
as a concurrent contextualisation of your
practical work along with study of the
relevant research methodologies. In this
way your practical work is firmly based
in the theoretical and critical awareness
of its context and potential market.
Jane Gibson Mdes RCA (design and
ceramic production and curating); Keith
Harrison MA RCA (time-based installation);
Nick Lees MA Cardiff (tableware, ceramic
sculpture, critical writing); Jo Dahn MA
PhD UWA (history and theory); Graham
McLaren PhD RCA; Malcolm Ross-White
(drawing). These staff will be supported
by an extensive team of part-time staff,
whose wide range of expertise is available
on a regular basis. There is also a
programme of visiting artists each year.
The four taught modules in trimesters
one and two are assessed through studio
exhibition of work with a supporting
statement, or the presentation of a
document, accompanied in both cases
by evidence of appropriate research.
The final module for the MA is assessed
through exhibition or exposition, according
to the nature of the work, of all work for
the module or a record of it, addressing
the issues agreed in the initial proposal.
There are no written examinations.
Typical career destinations include exhibiting,
ceramic design and museum work, arts
administration, public art and research.
“I have a degree in 3D design and have also
completed a PGCE, and before starting this
course I was lecturing in Art and Design.
I chose to do the MA in Ceramics at Bath
Spa as the course has a reputation for high
quality teaching and facilities, as well as
offering the opportunities to develop my
work. The course provided the flexibility to
truly explore my personal and professional
interests. Bath Spa is my local university and
I particularly liked the compact, dynamic
and well-resourced environment in which to
study. This qualification has already helped
my career, and since finishing I have opened
a Design company, shown at trade shows,
participated in national touring exhibitions,
sold products to Italian design companies
and have also become a senior lecturer. I
would advise anyone considering the
Ceramics MA course to be as dynamic and
experimental as possible, break boundaries
and do your own thing.”
Please contact
Keith Harrison:
T: +44 (0)1225 875782
E: [email protected]
01 Daniel O'Riordan
02 Mirka Golden-Hann
03 Glaze Research,
Ceramics Studios
at Corsham Court
04 Studio work in practice
“By the end of my undergraduate degree in
Creative Arts I had only just worked out a
way that I wanted produce work, so I chose
to do the MA Design: Fashion and Textiles
course to help develop my skills and
establish a good working practice.
Bath Spa University has a great textiles
department and is in a fab location.
There are excellent facilities, a wealth
of knowledge in the department, and
a friendly and supportive student body
and atmosphere.
I did the course part-time, which was
a real benefit to me. The first year I mainly
concentrated on establishing my working
routine. During the second year I feel that
I had time to explore new techniques and
skills in order to give another dimension
to my work.
Fashion and Textiles aims to develop
the creative process for designers in
conjunction with valuable marketing
and business skills.
The course is aimed at ambitious
designers, designer-makers or textile
artists who wish to develop opportunities
within the profession and who may wish
to set up on their own or with others in
small teams.
You will be introduced to research skills
and methods, product development,
design management and methods,
with marketing and business skills.
The emphasis of the course is learning
how best to present ideas, and where
and how to place them in the market.
The course is developed through
seminars, lectures, tutorials, visiting
speakers, group critiques, market
research and personal research.
You are encouraged to trial a product
in the market. This may be through first
hand experience, or through working with
studios and agents for designers, shops
and craft markets (for designer makers),
or with galleries or public spaces (for
textile artists).
Students propose a route of study
through the course to explore and
research a chosen area of textiles in
knit, print, weave, or embroidery for
fashion or interiors, or in fashion design.
Part One introduces generic methodologies
with Part Two considering subject specific
data retrieval analysis and evaluation
Developing ideas technically and
aesthetically, in-depth investigation into
techniques and researching to market.
Marketing and Business skills – developing
an understanding of marketing requirements
for textile designers and artists.
Initial product sampling techniques and
investigation. Developing and progressing
ideas to enable the creation of new
products. Range planning.
The first trimester (PGCert) consists of
two modules. Research Methodologies
consists of a taught programme of
lectures, seminars, group critiques,
and assignments. You will also negotiate
a programme of study for the Product,
Market Research and Product Ideas
module. The emphasis at this level is
on ideas. During the second trimester
(PGDip) you will take two further modules:
Marketing Skills comprises of lectures,
seminars and research; the Development
of Product and Product Ideas is negotiated
by each student. The final trimester,
leading to the MA, involves a negotiated
study which you will propose. The study
will be research based resulting in a body
of work for assessment.
Frances Turner (course leader); Kerry Curtis;
Professor John Miles; Sue Bradley; Tim
Parry-Williams; Louise Pickles. These staff
are supported by a team of visiting lecturers.
The PGCert is assessed by studio
exhibition and/or portfolio presentation
with a marketing report. The PGDip
involves a written report including market
analysis of your chosen product field.
Practical work is presented by studio
work and/or portfolio. For the MA you will
present a cohesive body of creative work,
supported by written work.
The main aim of the course is for
students to identify their own employment
opportunities. Other possibilities may
include textile design, product or fashion
design, retail or sales and marketing
opportunities, teaching, trend prediction
and promotion,or further research in
industry or education, and exhibiting in
galleries as a textile artist.
Since finishing my MA I have set up my
business, Corita Rose, which specialises
in fabrics and furniture. The knowledge
gained during the course, and the time to
hone my skills, was more important to me
than the postgraduate qualification as I am
running my own company. However, later
in life the qualification may be of more
01 Amor Sofa –
Caroline Ritchie
02 Embroidery –
Jo Chambers
03 Cork – Sam Pickard
04 Bookends or Doorstops
– Sarah Nicol
05 Hoop and Bird cushion
– Caroline Ritchie
Please contact
Frances Turner:
T: +44 (0)1225 876134
E: [email protected]
A fast-paced, dynamic and demanding
course with a strong emphasis on creativity
and innovation underpinned with strong
technical skills.
Investigating Fashion Design is concerned
with the study, analysis and written critique
of historical and contemporary dress in a
museum environment.
Researchers on this course will engage
with the wealth of fashionable dress
resources held in the internationally
renowned Fashion Museum, Bath. The
course aims to enable students to work
independently with the collection, whilst
attending supporting lecture and seminar
programmes. These will develop an
understanding of fashion and its contexts
through objects, and museum based study.
Students will work with curators and
museum professionals as well as
academics and designers in order to
fuse theory and practice and to develop
innovative approaches to the study, display
and dissemination of fashionable dress.
Additionally, students are encouraged
to present their research in a public arena
and are offered the opportunity to study
for a Postgraduate Certificate in
Professional Learning.
The course is offered in conjunction
with the Fashion Museum in Bath and
incorporates a lecture and seminar
programme. The provision of teaching
and learning opportunities within the
museum affords students access to
a working museum environment, where
they will gain hands-on experience of
data collection and collation, garment
handling, dressing and photography.
Students will have access to the whole
museum collection. Combined with a
rigorous academic taught programme,
students will also benefit from the
teaching and learning offered within
the Bath School of Art and Design.
Group visits to other national collections
will constitute part of the course.
Part One introduces generic research
methodologies with Part Two considering
subject specific material, analysis and
evaluation techniques.
The module, split into two inter-related
segments, aims to introduce students
to professional practice in museums and
learning and teaching environments. This
will largely consist of independent study
supported by Blackboard (online learning).
This element of the course is intended
to introduce students to the key issues
arising from fashionable dress from the
past in the present. Consisting of a taught
lecture and seminar programme, students
will be encouraged to discuss a variety of
topics pertinent to an analysis of both
historical and contemporary dress.
The module is split into two parts which
address practical and ethical issues
arising from working in the public sector.
The first element addresses the use of
learning technology in Higher Education:
to include PowerPoint presentations,
image location, virtual learning
environments such as Minerva and
Blackboard, photography and video work.
The second element investigates the roles
and responsibilities of the higher education
lecturer, which will address the ethics and
duties of the post.
The Master’s Project double module
offers students the opportunity to
investigate an area of the museum
collection in detail culminating in a
20,000 word thesis.
Dr Jo Turney (Senior Lecturer, Dept.
of Research, Critical and Postgraduate
Studies); Rosemary Harden (Curator,
Fashion Museum, Bath). Visiting tutors
will also constitute the teaching staff.
All course work is assessed by project and
written submission. There are no written
examinations. On successful completion
of the course students should be able to:
- discuss and analyse fashionable dress
in context;
- critically investigate and research
theoretical and object based approaches
to fashion, textiles and dress;
- articulate and demonstrate an
understanding of the purpose
and workings of the contemporary
museum and collections;
- undertake significant object based
research demonstrating appropriate
- communicate innovative approaches to
the study of fashion, textiles and dress;
- use a variety of technology and media;
- write and communicate research
projects effectively;
- produce a research project suitable for
publication, presentation or exhibition.
The course aims to encourage the
engagement of students in professional
activities, developing skills suitable for
the following careers:
- Dress historian
- Academic in a further or higher
education institution
- Fashion writer
- Archives and museums
Please contact
Dr Jo Turney:
T: +44 (0)1225 875552
E: [email protected]
- Access to a
world renowned
collection of
fashionable dress
- Conduct and
present original
research to a
wide audience
- Publish your
research project
- Understand
key issues relating
to teaching in a
higher education
01–04Bath and North East
Somerset Council –
Fashion Museum.
Photography by
James Davis and
Shaw & Shaw.
Fine Art is a wide ranging field of
activity, from painting to electronic and
live art, and has grown rapidly in recent
years to become a key cultural factor
as demonstrated by the growth in the
audience for art and in the media attention
it attracts.
The MFA is a studio based programme
dealing with the whole range of Fine Art,
from painting and sculpture to video
and live art, each supported by good
facilities and taught by nationally and
internationally practicing artists and
including discussion of artists’ practice,
exhibiting and curating.
On this practice-based Master’s
programme an individual programme
of studio work, negotiated with staff,
will re-establish and then develop your
work, potentially to professional,
exhibiting level. Progress is guided by both
scheduled and optional individual
tutorials, and group critiques of work.
The context for studio work is
informed and clarified by a programme
of seminars and discussions which set
out a wide range of practice, both in
terms of individual artists’ work and
contemporary museum, gallery, exhibiting
and curating activity.
This programme is taught with
contributions from the staff and from
artists and directors and curators of
galleries of national and international
standing. The programme content varies
from year to year according to material
available in exhibition in Bristol, London
and other centres to which study visits
occur on a regular basis – there are
currently six to eight study visits to London
each year between October and June
as well as optional participation in two
overseas study visits each year, currently
to Paris and New York or Berlin.
The programme runs for a 45 week,
three trimester year, from October to
January, February to June and June to
September. Full-time students will have
studio spaces in the Bath School of Art
and Design. Part-time students provide
their own working facilities in the Bath
area and the University may be able to
assist with these arrangements.
The course is organised in conjunction
with the Artist Teachers Scheme (itself
organised by the National Society for
Education in Art and Design with support
from the Arts Council) through which
specialist art teachers prepare for
Master’s level study.
Specialist facilities include computer
studios with over 70 Macs, as well as
flatbed and transparency scanners. There
is a recently re-equipped digital media
studio. All students have access to
workshops in photography, sound and
video, etching and litho, as well as the
specialist Art and Design library.
- Daniel Allen – Head of Department
- Roger Clarke – a sculptor who has
exhibited in Europe and the UK.
- Robert Fearns – a video maker who has
presented his work in Europe
and the UK.
- Maria Lalic – Professor of Painting, who
has exhibited worldwide and has work
in collections including those of the Tate,
V&A, ACE museums in Germany and
Austria, DTI and Deutschebank.
- Ed Whittaker – an artist who uses
photography and has exhibited in Europe
and the UK and has work in many
collections including the IWM.
- Camilla Wilson – a painter who has
exhibited in Europe and the UK
These staff will be supported by other
members of the fine art staff and a team
of visiting lecturers, who in recent years
have included: Glenn Brown; John Chilver;
Mathieu Copeland; Stephen Cox; Andrew
Cross; Kathy Dalwood; Natalie van Doxell;
Peter Fillingham; Mick Finch; Stephen
Foster; Matt Franks; Martin Grimmer;
Alexis Harding; Gerard Hemsworth; Tania
Kovats; Wendy Lewis; Sandie Macrae;
Craig Martin; Mariele Neudecker;
Kay Pallister; Barry Schwabsky; Rosie
Snell; Andrew Southall; Michael Stubbs;
“I chose to do the Master of Fine Art at Bath
Xa Sturgis; Tom Trevor; Paul Winstanley;
Spa because of the reputation of the course
John Wood and Richard Woods.
and the tutors. Also being based in Bath
was a big bonus and linked closely to my
practice. I combined starting the course
Examination of each stage of the studio
with a permanent move to the South West.
element of the course is by exhibition and
Bath Spa has some of the most beautiful
students make an oral/visual presentation and inspiring campuses of any university
of their ‘position’ at the Postgraduate
and the School of Art and Design has
Diploma stage.
recently been refurbished with excellent
facilities. I particularly liked the small size
of the course, it meant it was more intimate
A good first degree in Fine Art or
with regular contact with tutors – not only
its equivalent in terms of learning or
the formal meetings, but some of my most
experience. Fundamentally you will be
valuable conversations were with tutors
selected on your ability, as demonstrated
passing through the studio space. This was
in a portfolio and interview, to succeed on
invaluable and something I think larger art
the course.
schools might not provide. The visiting
lecturers were great, as was the studio
Bath Fine Art graduates from BA and
MFA courses have worked and exhibited
widely as professional artists, had work
purchased by the Tate and other
institutions, represented the UK in
exhibitions such as the Sao Paulo
Biennale and have been nominated
for the Turner Prize. Graduates work
as curators and gallery professionals
in public and private galleries and for
arts councils and organisations, and
write for journals. We anticipate that with
the collaboration of the Artist Teacher
Scheme there will be regular
recruitment from the profession and
that a number of graduates will return
to teaching or become lecturers.
- Master of Fine
Art (MFA)
- Postgraduate
Diploma (PG Dip)
- Postgraduate
Certificate (PG Cert)
- Sion Hill and
Corsham Court
space – it meant I could work on huge
canvases which was really liberating!
Since finishing the course I have been
painting full time – working from an artist
studio in Bristol. I have also been exhibiting
work and developing my practice.
Completing this course has given me
credibility to apply for residencies,
competitions and opportunities to exhibit. I
now have a network of artists that I met
through the course – we get together and
critique each other’s work, and put on
shows together.
If you are considering doing the MFA I
would advise you to get together a strong
portfolio of work, research other artists,
and have an idea of how you want to
develop your practice and what you want to
get out of the course.”
- MFA full-time:
three trimesters
(one calendar year)
- MFA part-time: six
trimesters (two
calendar years)
- PG Dip full-time:
two trimesters (one
academic year)
- PG Dip part-time:
four trimesters
- PG Cert full-time:
one trimester
- PG Cert part-time:
two trimesters
Please see page
12 for full details.
AHRC Studentships
available – see page
12 for full details
01 Lydia Halcrow
02 Inigo Rose
03 Ceinwen Birrel
04 Ursula Buston
05 Toby Poolman
06 Alison Armitage
- Studio work
and contextual/
exhibition study
taught by practising
artists exhibiting
nationally and
- Link to Artist
Teacher Scheme.
Application forms
are available on the
website and for any
admissions enquires
please contact:
T: +44 (0)1225 875624
E: [email protected]
Please contact
course leader
Maria Lalic:
T: +44 (0)1225 875818
E: [email protected]
This unique course supports those wanting
to write about, teach or curate Craft in both
its contemporary and historical contexts.
The central aim of the course is to produce
graduates who are adept at placing Craft
activity (whether their own or others) into
a strong context, and articulate in
communicating its meanings and
messages to a larger audience.
The course is offered in both full
and part-time modes. It is normally
one year, (three trimesters) in duration
in full-time mode or six trimesters in
part-time mode. The first two trimesters
comprise taught sessions and assessed
projects, while the Master’s Project in the
final part of the course is by negotiated
project only. Completion of the first two
modules on the course lead to the award
of the Postgraduate Certificate, and
completion of the first four modules
leads to the award of the Postgraduate
Diploma. Subsequent completion of the
MA double module leads to the award
of MA Investigating Crafts.
Part One introduces generic research
methodologies with Part Two considering
subject specific material, analysis and
evaluation techniques.
This module provides you with the
historical understanding needed to
contextualise contemporary crafts.
You will be introduced to key texts and
to the history of ideas underpinning craft
during the modern (post 1660) period.
Using the methodological tools and
the historical understanding provided
by earlier modules, this module
encourages you, working collaboratively
with others to examine, analyse and
report upon contemporary craft practice
in a discrete geographic area. You will
be supported to publish this data as an
article, book or website that is aimed
at a ‘popular’ audience. The module
will encourage you to be as adventurous
as possible in your interpretation of this
brief and in the range of the craft practice
that you examine.
The consumption of craft is key to
understanding its role in society. This
aspect of craft has, however received far
less attention than its practice (making).
The module addresses issues including
the role of the museum sector; approaches
to selling including galleries and fairs;
the role of crafts in the home and the
perception of craft activity in the media.
You will build on the knowledge and
skill you have acquired to propose,
negotiate and pursue a self-directed
project, supervised by your tutors
through to completion. The Master’s
Project is capable of accommodating
a variety of approaches. Examples
include, but are not restricted to:
- A written dissertation;
- A curated exhibition relating to
contemporary or historical craft activity;
- Production of digital materials relating
to contemporary or historical craft
activity including websites, DVD media.
“…critical debate is vital to ensure the
continued renewal of the sector… there
are high numbers of the public interested
in Craft [but] perceptions and media
coverage tend to undervalue craft”
Crafts Council Strategy & Plans, 2008
This course delivers the history,
theory and context of crafts activity in
ways that help to contextualise current
craft practice. The central premise of
the course is that craft practitioners,
together with those concerned with
their work need a solid grounding in
these areas as well as skills in writing,
speaking, presentation and promotion
in order to survive in a competitive
commercial arena. The course content
investigates Craft in its widest, modern
definition. Craft is now a politically
loaded, globalised term that is as
much discussed in relation to the
‘new technologies’ as it is in respect of
single maker, hand production activity.
The course utilises the rich heritage
of Crafts activity to be found in the South
West of the UK to offer you the opportunity
to study in a number of contexts. As well
as lectures, seminars and tutorials at our
Sion Hill campus you will be working at
the University’s Corsham Court research
centre, where you will be part of a vibrant
postgraduate research community.
Study visits to practicing craftspeople
are an important part of the syllabus,
and you will use your new skills to
work collaboratively and supportively
alongside them. The course offers you
the opportunity to study internationally
via our partnership arrangements, and
for those geographically distant from
Bath there is a distance learning
route available.
Assessment on the course is intended
to not only support and test your learning,
but to support you in a number of
potential routes to future employment.
Whilst on the course you may experience
the following types of assessment:
- A written assignment;
- A collaborative project;
- An oral presentation;
- A written dissertation;
- A curated exhibition relating
to contemporary or historical
craft activity;
- Production of digital materials
relating to contemporary or historical
craft activity including websites,
DVD media.
Admission is normally based on a good
undergraduate degree in an appropriate
discipline together with an interview.
Applicants with a good honours degree in
a related discipline and/or with relevant
work experience will also be considered.
Overseas applicants will be assessed
on the basis of their qualifications and
statement included in the application
form. To help applicants – especially
those from overseas – to decide if this
course is appropriate for them, it is
advisable to contact the Course Director
prior to application.
Typical career destinations include:
- Crafts curator
- Journalist
- Crafts practitioner
- Gallery owner
- HE teacher
- Researcher
- Writer
- Master of Arts (MA)
Investigating Crafts
- Postgraduate
Diploma (PGDip)
Investigating Crafts
- Postgraduate
Certificate (PGCert)
Investigating Crafts
- A unique course
offering a new
dimension to this
aspect of the
creative industries
- Opportunities to
work with, and
alongside Crafts
- Assessment tasks
designed to support
vocational needs
- Opportunities for
study abroad via
- Distance learning
route available
- MA full-time three
trimesters (one
calendar year)
- MA part-time six
- PG Dip full-time
two trimesters (one
academic year)
- PG Dip part-time
four trimesters
- PG Cert full-time
one trimester
- PG Cert part-time
two trimesters
Sion Hill and
Corsham Court
Please see page
12 for full details.
Please contact
Course Director
Dr Graham McLaren
T: +44 (0)1225 875520
E: [email protected]
Application forms
are available on the
website and for any
admissions enquires
please contact:
T: +44 (0)1225 875624
E: [email protected]
01 Examples of contemporary British glass
02 Eighteenth century slipware
03 An early 19th century clay modelling studio
Cities are sites of cultural, business and
political exchange. Visual communication
is a principal mode by which this exchange
occurs. From large urban structures,
through to an individual’s footprint, the
visual connects distinct facets into a
particular and personal experience.
The MA Visual Communication is an
innovative and accessible program with
three specialist routes in Graphic Design,
Illustration and Photography. The program
will examine urban context through three
international cities, where students will
generate both individual and collaborative
responses. The course is distinctive in its
structure. Its students will gather at four
week-long residential sessions, at Bath
Spa University and in two other international
cities. The destinations will vary and may
include New York, Bangalore, Chicago,
Tokyo, Las Vegas, Bangkok and others.
There will be programmed lectures,
presentations and frequent opportunities
to explore each city. A great advantage of
the course structure is its collaborative
workshop sessions — Charrettes — in
which students will share concentrated
periods of intense study, designed to help
the development of ideas. The residencies
will be social, as well as educational.
Following each residency, individuals
will develop their projects with online or
onsite tutorial support. Collaborations
and discussions with peers will continue
through blogging and video conferencing.
Students can also have access to workshop,
darkroom and print facilities should they
require it.
The flexibility of this course will allow
MAVC students to work anywhere; you will
not need to re-locate in order to study. The
course is therefore ideal for emerging as
well as established practitioners. In addition
the course offers great potential to
develop working relationships with those
sharing a common interest, from a variety
of countries and cultures across the world.
Part One introduces generic research
methodologies with Part Two considering
subject specific material, analysis and
evaluation techniques. This will be delivered
online or onsite at Bath Spa University.
1. Survey: a charrette examining aspects of
the city of Bath in the context of its history
and contemporary culture which will be
approached using your specialist route.
2. Presentation: an exposition of your work
approach and practice to the group.
3. Planning: a focused workshop that will
examine, critique and then supplement
your current research methods.
1. Survey: a charrette examining aspects
of the host city for this trip. This should
be done in the context of its history and
contemporary culture and in relation to
the outcome of your previous research
in Bath. You will develop work in
collaboration with other students.
2. Presentation: individual presentation of
work from the Developing Practice module.
3. Planning: further development
of research skills and presentation
of initial outline proposal for the
master’s project.
2. Presentation: collaborative
presentation of work from the
Practice in Context module.
3. Planning: detail for the Master's Project.
1. Survey: a charrette examining the
host city for this trip, by making
contextual links with organisations
in the city. You will work on a project
of your own design. This may be
collaborative but must contribute
to your final MAVC Show.
A synthesis of your experiences based
on the cities visited. Create an independent
or collaborative piece of work based on a
proposal agreed with your tutor in advance.
1. Installation: preparing work for
presentation and exhibition.
2. Presentation: sharing outcomes
with staff and students.
3. Exhibition: public display of work.
Teaching will be concentrated in four,
week-long residences, during which there
will be workshops and lectures led by staff
and visiting professionals. Students will
use these forums to examine and develop
their work practice. They will participate in
group charrettes, discussion and analysis
and by making presentations of their work.
Between the residences tutors will
provide students with individual and group
tutorials. These will be delivered either
online or onsite at Bath Spa University.
There can also be access to university’s
facilities including dedicated photographic
studios, conventional darkrooms, etching
and screen printing workshops as well as
digital editing/printing suites.
StuartHenley – A graphic designer,
Principal Lecturer and Course Leader
of the Graphic Communication BA, he
received an MFA in Graphic Design from
Yale University in 1996. His graphic design
has been recognized by the American
Institute of Graphic Arts, both nationally
and regionally in the United States. He
has taught design at the University of
Massachusetts, University of Hawaii,
State University of New York, Parsons
School of Design New York and University
of the Arts London. His research typically
investigates environmental, social and
urban issues.
DrJuliaMoszkowicz – A Senior Lecturer
in the history and theory of graphic design
at Bath Spa University. Her research
examines the relation of contemporary
critical discourse to philosophical tradition,
with a specialist interest in the work of
Laszlo Moholy-Nagy and phenomenology.
She has written for Design History Journal,
Design Issues, Screen and Eye magazine.
She also lectures on the philosophies of
graphic design at conferences internationally,
including the Design Biennale in St Etienne
and the Centre for Design and Philosophy
in Copenhagen.
AndrewSouthall – A photographer
and artist with many years experience
in architectural photography, working
for a range of national and international
clients including architects, engineers
and magazines, as well as producing
photography and sculpture for exhibition.
He has a masters degree in Fine Art, and
a BA in Photography. He is the MAVC
Programme Leader and lectures on the
BA Photography and Fine Art courses.
TimVyner– An illustrator, artist and
graduate of the Royal College of Art.
Tim specialises in reportage, drawing,
painting and printmaking for national
and international publishers, galleries
and collectors. He has recorded global
sporting events including The FIFA World
Cup and The Olympic Games and has
exhibited his work widely. He is the Subject
Leader for illustration and a Senior Lecturer
on the BA Graphic Communication course.
The purpose of this course is to enable
each student to question re-establish
and define their own professional
practice. This will enable individuals
to control their career trajectory with a
view to working in the creative industries
internationally. This may include working
for design agencies, gaining freelance
commissions and initiating commercial
Assessment of modules is by written
submission, presentation and a final
exhibition. A dissertation is optional and
can be negotiated on an individual basis. It
can form a part of the final exhibition and
will be assessed at the same point.
The usual requirement is a good first
degree (2:1 and above, or the international
equivalent) in a related subject area, in
addition to a portfolio that demonstrates
your visual ability. You may be selected
based upon your particular work
background, and your aptitude to the
course. If your work experience is in
a parallel field, appropriate to the
course, we will consider your application.
We are looking for a range of students
including new college graduates and mid
career practitioners looking to shift the
direction of their practice. We aim for a
cohort of international students, each
of whom bring a range of experiences
to the course.
A dissertation is optional and can be
discussed on an individual basis. It
can form a part of the final exhibition.
You will still need to attend all the
residential workshops and contribute
to group activities.
The course is run in four intensive
week-long workshops, two at Bath
Spa University and two in international
cities. Tutorial support can be online,
or at Bath Spa University. You are not
required to attend the university on a
regular weekly basis.
This course is subject to final
approval (at the time of printing)
for the latest information
Master of Visual
The course is
delivered using
block teaching
in week-long
workshops. There
will be online or
onsite term time
tutorial support.
- One (calendar)
year full-time
- Two (calendar)
years part-time
6th February 2012
Charrette 1:
6th, 7th, 8th Feb
Charrette 2:
7th, 8th, 9th May
Please see page
12 for full details.
The campuses of
Bath Spa University
and other sites.
Application forms
are available on
the website. For
admission enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
For all enquiries
about the course,
please contact the
MAVC Programme
Andrew Southall
T: +44 (0)1225 876108
E: [email protected]
01 Blackwall Tunnel entrance, South London
©Andrew Southall
02 Birds nest stadium, Beijing 2008 Olympic
Games, sketchbook spread © Tim Vyner
03 Song lyrics interpreted typographically
Hawaii Review 57. Typography Stuart Henley
04 Hutong Advertising, Beijing 2008
Olympic Games © Tim Vyner
Bath Spa University
has a long tradition
of Initial Teacher
Education (ITE) dating
back over 60 years.
Newton Park was
officially opened as
Bath Teacher Training
College in 1950 and
the University is now
the largest provider
of ITE in the area.
In May 2011 we received a resounding
endorsement for our teacher education
programmes from the quality regulator
Ofsted, achieving Grade 1 ‘Outstanding’
in all three of our programmes leading
to qualified teacher status in primary,
secondary and further education.
The rarely achieved ‘straight Grade 1’
accolade for overall effectiveness in all
three programmes has only been afforded
to one other teacher education provider,
and on these measures Bath Spa is not
only the best teacher training university
in the South West, but among the very
best in the country.
The ITE programme prepares new teachers
to work in the 21st century education
system, and draws upon research, best
practice and the use of new technologies
to inform its curriculum. Each year we
recruit a diverse group of around 500 Bath
Spa Teachers to a wide range of PGCE
programmes in Primary and Early Years
(3–11) and Secondary (11–16) age ranges.
These are one-year full-time or 20
month part-time programmes that will
qualify you to teach either the Early Years
Foundation Stage and Key Stage 1, or Key
Stage 1 and Key Stage 2. There are three
routes to choose from:
- Primary and Early Years (3–7 years)
– full or part-time
- Primary and Early Years (5–11 years)
– full-time only
- Primary and Early Years (7–11 years)
– full-time only
- Religious Education
- Science
Subject knowledge enhancement courses
are designed for graduates whose degree
subject does not link closely to the
secondary subject they intend to teach.
They vary in length depending on the
subject and run prior to the ITE programme.
Subjects available are:
- Mathematics
- Modern Languages
- Physics
Primary and Early Years – a good Honours
degree (preferably 2:1 or above) in any
subject; five GCSE passes at grade C or
above (or recognised equivalents) including
English, maths and a science subject.
Secondary – a good Honours degree
(minimum 2:2 or above) in the same
subject (or a closely related one) to the
subject you are applying to teach; five
GCSE passes at grade C or above (or
recognised equivalents) including
English and maths.
All applicants should have at least two
weeks recent experience in a mainstream
UK School or Setting in the age phase you
are applying to teach.
This information is correct at the
time of printing but may be subject to
change pending a government review
of ITE. Please check both the Bath Spa
and TDA websites for the latest
T: 0800 389 2500
- Postgraduate
Certificate in
Education (PGCE)
- Professional
Certificate in
Education (PGCE)
are made via the
Graduate Teacher
Training Registry
(GTTR) where you
may complete an
online application
form. Applications
for Primary and Early
Years programmes
should reach the
GTTR before 1st
December 2011
and for Secondary
programmes before
30th June 2012. We
advise you to apply as
early as possible to
give yourself the best
chance of obtaining
a place.
T: 0871 4680469
- One year full-time
- 20 months
part-time – Primary
and Early Years
(3–7 years) only
These are one year full-time programmes
that will qualify you to teach your specialist
subject in Key Stage 3 (11–14 years) and
Key Stage 4 (14–16 years). There are
opportunities to undertake post-16
enhancement work, enabling you to
teach up to A-level. Subjects available are:
For the latest
information on fees
and funding visit the
Bath Spa website or
contact the Training
and Development
Agency for Schools
(TDA) – details above.
- Art & Design
- Design and Technology
- English
- Information and Communications
- Mathematics
- Modern Languages
- Music
- Physical Education
Various locations
including Newton
Park and Culverhay
campuses and
partnership schools.
01 Secondary
school students
To request a copy
of our Initial
Teacher Education
prospectus giving
full details of the
programmes listed
on this page:
T: 01225 875624
E: [email protected]
The Lifelong Learning
Initial Teacher
Training (LL ITT)
programme is aimed
at professionals
teaching and training
in the ‘Lifelong
Learning’ sector.
This includes those teaching, training
or tutoring in further education colleges,
adult and community learning, private
training providers, public sector training
(e.g. NHS), prison education and armed
forces instructors.
This programme will give you the
necessary skills, knowledge and competence
to undertake your professional role with
confidence and to the mutual benefit of
both teacher and learner.
There are two awards, the Certificate
in Education and the Professional Graduate
Certificate in Education. Both awards
meet the current national requirements
for Qualified Teacher (Learning and
Skills), and are endorsed by Standards
Verification UK (SVUK) as appropriate
for that purpose.
This provision has
been recognised as
one of the best in the
country – during both
2007/8 and 2010/11
it was awarded a
grade 1 in Ofsted
The programme has been developed
in partnership with further education
colleges, and in 2010 was delivered at
Bridgwater College, Weston College
and Wiltshire College.
This is a part-time, two-year in-service
programme. In the first year you focus on
developing and extending your teaching/
training competences and enhancing your
professional approach to planning,
implementing, monitoring, assessing and
evaluating your teaching. The second year
focuses on developing reflective professional
practice with more emphasis on broader
contextual issues while encouraging you
to concentrate on specific aspects of your
work and roles within the framework
of the intentions and content of
the modules.
The overall style of the course is
participative. A variety of methods and
approaches are used including group
work, discussion, case studies, lectures
and seminars. The sessions will provide
a supportive forum to share experiences
and benefit from the full range of skills
and knowledge available. Focused
activities and reading advice will be given,
and relevant texts will be made available
during session times.
Each module has a number of practical
assessment tasks such as microteaching, lesson planning, preparing
materials and schemes of work, seminar
presentation, and a case study report.
You are encouraged to use the
assessment tasks to investigate areas
of personal and professional interest.
Practical teaching and professional
development is developed and assessed
on an ongoing basis throughout the
course, largely in your workplace.
It is expected that applicants will have a
qualification at a minimum of NVQ level 3
or equivalent in their specialist area.
As this is an in-service programme,
you will be expected to have a sufficient
number of hours in a current teaching/
training role for the duration of the
programme (currently 160 across
two years of part time study).
Accreditation of Prior Learning
and Accreditation of Prior Experiential
Learning may be available for parts of
these awards for those with approved
qualifications and relevant experience.
01 Outdoor study at the Newton Park campus
02 Group seminars
Please contact
CPD admin for
further details:
T: +44 (0)1225 875593
E: [email protected]
Jim Crawley,
Programme Leader
- Lifelong Learning:
T: +44 (0)1225 875677
E: [email protected]
The Professional Practice in Higher
Education (PPHE) programme aims
to help staff and research students to
meet some of the key challenges of
working in the rapidly changing world
of higher education.
These challenges – of teaching,
supporting student learning,
employability, sustainability, new
technologies, team management,
enterprise, quality assurance and
external accountability – range across
the whole business of higher education,
and can rarely be addressed in isolation.
They raise many questions about how
best to enhance teaching and research
within particular contexts, and about
how managers and administrators can
improve the effectiveness and efficiency
of current practices, not least in terms
of addressing students’ needs and
aspirations, enriching their learning
experiences, and raising the enduring
value of their learning outcomes.
By sharing ideas, knowledge and
expertise about our professional practices
we can both deepen our understanding
of the challenges we face and realise
opportunities to make improvements
through innovations and the adoption
of best practices. The PPHE programme
will help individuals to evidence their
personal commitment to professional
development and to enhance the quality
of their work and contribution to the
development of higher education in
their workplaces.
The PPHE programme is based upon
a credit system that enables students
to select modules and patterns of study
to suit their individual needs and interests.
All modules are credit rated and lead
to the following qualifications:
- MA degree: 180 credits; 120 acquired
for the Diploma plus 60 for a Research
Project/ Dissertation
- Postgraduate Diploma: 120 credits
acquired from any combination of modules
- Postgraduate Certificate: 60 credits
acquired from any combination of modules
Students may also take modules that
lead to particular awards within the
- Postgraduate Certificate in Professional
Learning in Higher Education: 60 credits
acquired from a set of three required
modules. This qualification is designed
primarily for participants who are in their
early years of teaching in higher
education, though it may also be taken by
more experienced staff. Based upon the
UK’s Professional Standards Framework
for Higher Education, the award qualifies
teachers for Fellowship of the Higher
Education Academy.
- Postgraduate Certificate in Research
Degree Supervision and Management:
60 credits acquired from a pair of
30-credit modules. This qualification
is designed to meet the needs of
teachers who are new to research
degree supervision and management,
though it may also be taken by
experienced staff.
The programme enables participants
to plan their course of study according
to their own needs and interests. Most
modules (subject to availability) can be
taken in any order and in any combination,
though we would advise new teachers
to include the ‘Teaching and Learning
in Higher Education’ module among their
initial options. The Master’s Project or
Dissertation should be taken on
completion of the PG Diploma. Tutorials
will be available to help participants plan
their course of studies.
Modules may be selected to create various
levels of part-time study. The minimum
enrolment is for one 15-credit module per
year. The maximum enrolment is for a
full-time 180-credit Master’s degree.
- Teaching and Learning within and
beyond the Disciplines (15)
- Employability in Higher Education (15)
- Pedagogical Research Project (30)
- Master’s Project or Dissertation (60)
- Teaching and Learning in Higher
Education (30 credits)*
- Course Design and Assessment (15)*
- Using Learning Technology in Higher
Education (15)*
- Research Degree Supervision (30)**
- Research Management (30)**
- Mentoring and Coaching in Higher
Education (15)
- Curriculum Models and Curriculum
Development in Higher Education (15)
- The Teacher Practitioner (15)
- Teaching and Supporting Academic
Writing in Higher Education (15)
- Quality Management in Higher
Education (15)
- Linking Teaching and Research (15)
- Sustainability in Higher Education (15)
- Delivering Effective Outcomes and
Change through Teams (15)
- Enterprise and Higher Education (15)
- E-learning, Teaching and Assessment (15)
- E-learning: hardware and software (15)
- E-learning with Web 2.0 (15)
- Designing and Conducting a Pedagogical
Research Project (15)
- The Role of Information Literacy in
Students’ Learning and Research (15)
Most modules are delivered through
two or three half-day sessions, including
mini-lectures, seminars, workshops
and presentations, supported where
appropriate by online discussions and
activities. Sessions are designed to
promote the sharing of ideas, expertise
and experiences within a professional
community of practice, so we will
encourage participation and contributions
from everyone. One module (‘Teaching
and Learning in Higher Education’, for
new teachers) includes some teaching
observation sessions, and some modules
provide opportunities for peer mentoring.
Project and Dissertation modules will be
largely delivered by individual supervision,
and E-learning modules will be held in ICT
training rooms.
Throughout the programme,
participants will be supported by
individual and small-group tutorials,
and will be invited to attend occasional
professional development lectures and
seminars organised by the Centre for
Learning and Teaching Development
each year.
Learning resources for the programme
will be available through the university’s
Library and Information Services. Modules
have been designed to make the most
of the wide range of scholarly material
that is now freely available online, and
participants will have access to the online
resources and learning opportunities
afforded by the university’s virtual learning
environment (Minerva) which will provide
links to key resources for each module.
The teaching sessions for some
modules will be delivered within a few
weeks, some over a period of several
months, and some throughout the
academic year. Further information
about the organisation, dates, times
and location of the teaching sessions
for each module can be found in the
Programme Calendar, available
from [email protected]
The programme will be led by Clare
Power and Paul Hyland, supported by
tutors with a wide range of teaching,
research, management and leadership
experience within and outside higher
education. The module tutors are:
- Joelle Adams, Student Achievement
- Katie Akerman, Head of Quality
- Alison Baud, Director of Library
and Information Services
- Prof. Paul Davies, Director
of Academic Services
- Dave Hassall, Director of Network
Services, Computing Services
- Nadine Hennessy, Human Resources
- Prof. Paul Hyland, Head of Centre for
Learning and Teaching Development
- Dr Cathy Leng, Head of Department,
Business and Management
- Dr Mark McGuiness, Head of
Department, Social Sciences
- Dr David Watson, Head of Department,
Department of Science
- Adam Powell, Head of Employability
- Dr Clare Power, Academic Staff
Development Co-ordinator
- Ann Siswell, Deputy Librarian,
Library and Information Services
- Arlene Stone, Director of
Human Resources
Assessment for all modules is by
coursework, based upon the completion
of assignments designed to promote
understanding, enhancement and/or
application of professional practices in
higher education. Each module has its
own assessment tasks, usually one or
two per module. Forms of assessment
include work-based activities, action
plans, reports, reflective logs, portfolios,
presentations, reviews, case studies,
business plans, short essays, actionresearch documents, and (for the Master’s
degree) a dissertation/research project.
Applicants will normally be required
to possess an undergraduate degree
awarded by a UK higher education
institution, or an equivalent qualification
from overseas. Applicants who do not
possess an undergraduate degree, or
equivalent professional qualification,
but who have at least two years of work
experience relevant to the programme
are also welcome to apply, and will be
invited to attend an admissions interview.
Applicants who have previously
completed postgraduate-level courses
or modules that can be recognised as
appropriate to the study of Professional
Practice in Higher Education may be
enrolled with advanced standing through
our Accreditation of Prior Learning (APL).
Similarly, applicants who can evidence
a substantial body of work-based
experience relevant to the programme,
as through a reflective portfolio, can apply
for the Accreditation of Prior Experiential
Learning (APEL). APL and APEL credits
can then be counted towards the numbers
of the credits required for a PGCert or a
PGDip within the PPHE programme.
- MA (award title):
180 credits; 120
acquired for the
Diploma plus 60 for
a Research Project/
- PGDip (award title):
120 credits acquired
from any combination
of modules.
- PGCert (award title):
60 credits acquired
from any
combination of
The programme
provides for flexible
part-time or full-time
study. The PGCert,
PGDip, or MA may be
completed within one
year or over several
Please see page
12 for full details.
Reduced fees are
available for staff
employed by
institutions within the
university’s Wessex
Partnership. For
members of the
Wessex Partnership
a 50% discount will
be applied to the
standard fees for
the first 30 credits
selected by each
Newton Park and
Corsham Court
- Opportunities
for accredited
for teaching and
non-teaching staff
and research
students working
in higher education
- Flexible patterns of
enrolment, course
delivery and credit
- Learning activities
and assessment
tasks that have a
practical orientation
and can be tailored
to reflect
participants’ needs.
- Opportunities to
network and share
knowledge and
experience within
a higher education
Application forms
are available from the
PPHE administrator:
T: +44 (0)1225 875773
E: [email protected]
For all enquiries
about the course,
please contact:
Dr Clare Power,
Course Director.
T: +44 (0)1225 875709
E: [email protected]
Prof. Paul Hyland,
Head of Learning
and Teaching.
T: +44 (0)1225 875564
E: [email protected]
The Administrator
for the Centre for
Learning and
T: +44 (0)1225 875773
E: [email protected]
01 Discussing course work
02 Studying in the sunshine
03 Group seminars
04 Graduation day
05 Excellent library facilities
* Modules required for the PGCert, Professional Learning
in Higher Education
** Modules required for the PGCert, Research Degree
Supervision and Management
Our postgraduate Professional Master’s
Programme (PMP) has been designed to offer
professional learning related to general and
specialist fields of education and training. We
offer flexible study on a range of work based,
independent study, taught and core modules,
leading to Grad Cert, PG Cert, PG Dip or
Master’s degree qualifications.
The PMP and its work based learning
constituents and are compliant with
the Training and Development Agency’s
(TDA) Integrated Qualifications
Framework (IQF).
The PMP has a selection of both specialised
and general awards, some of which can be
studied as a full-time programme.
These awards include specific modules
for study. The awards are:
- Education Studies (full-time option see
page 38)
- International Education and Global
Citizenship (full-time option see page 38)
- Specific Learning Difficulties/Dyslexia
(full-time option see page 37)
- Counselling and Psychotherapy Practice
(see page 36)
These flexible awards reflect the general
focus of independent or work-based study
undertaken. Participants undertaking
general awards are initially registered to
the ‘Educational Practice’ award. Based
on the focus of their study, they may choose
from a number of different titles for their
final award. The awards are:
- Critical and Creative Thinking
- Early Childhood Studies
- Educational Practice
- Educational Leadership and Management
- Learning and Knowledge Technology
- Mentoring and Coaching
- Primary Science Education
- Primary Mathematics Education
- Primary English Education
- Tertiary and Adult Education
- Vulnerable Learners and Inclusion
For further information on the various awards
please contact CPD admin (see snapshot).
The range of qualifications offered have
different requirements in terms of the
number of module credits involved:
This involves the study and completion
of 60 credits at Level 6 (Honours).
This involves the study and completion
of 60 credits, a maximum of 15 at Level 6
(Honours) and a minimum of 45 credits
at Level 7 (Master’s).
This involves the completion of 120 credits.
At least 90 credits must be at Level 7 with
a maximum of 30 at Level 6.
The MA or MTeach qualification is gained
through the completion of 180 credits that
includes a final dissertation of 60 credits.
The final stage 60 credits dissertation
research project is 15,000–20,000 words
or equivalent.
The period of registration for parttime students is usually a minimum
of two years and a maximum of six years,
whereas for full-time this is from one year
up to two years maximum.
These 30 credit modules are intended for
those participants who have gained 60
credits and are moving through the General
Awards. They are independent study options,
and involve four evening sessions. They
are additionally supported by Educational
Context Seminars. The modules are:
- Learning and Teaching
- Leadership, Mentoring and Coaching
- Learning and Knowledge Technology
- Education, Politics and Society
- Including Vulnerable Learners
The core modules that all participants
must complete to progress towards a
Master’s dissertation are:
- Research and the Professional: Part
1 Research Methodology (15 credits)
- Research and the Professional: Part
2 Project Preparation (15 credits)
This then leads to:
- Master’s Research Project (60 credits)
Assessment for most modules is based
on completing assignments related to
professional learning tasks. An innovative
range of assessment modes have
been designed to reflect a diversity of
professional needs and experience.
Working professionals do not necessarily
need a first degree to join the Professional
Master’s Programme. A professional
qualification and at least two years
professional experience are usually
acceptable, together with evidence that
you would benefit from study at this level.
Candidates without a degree may apply
to the Grad Cert route to enable them to
progress to higher level awards. Please
The 30 or 60 credit EPP module has
been specially designed to meet the
needs of any teacher who is new to the
profession. It builds upon the PGCE and
sessions address specific Core Standards
including those related to working with
other adults and improving practice.
This module is relevant to NQTs, supply
teachers and those seeking class
teaching roles in school and can be
included within your NQT file as evidence
of your ongoing professional development.
The first year in teaching can feel quite
isolating (in comparison with PGCE)
and a key strength of this module is that
it also provides you with the opportunity
to network with other teachers who are
new to the profession. We offer a 50%
fee reduction for Bath Spa Teachers.
For further details please contact:
Fiona Maine, [email protected]
contact Dr Steve Coombs to discuss which
level of qualification would suit you best
(see snapshot).
We offer a Certificate in Education/
Professional Graduate Certificate in
Education aimed at professionals teaching
and training in the ‘lifelong learning’ sector
( See page 31 for full details).
This provision has been recognised
as one of the best in the country and has
been awarded a Grade 1 in two consecutive
Ofsted inspections, first in 2007/8 and
again in 2011. Please contact Jim Crawley
for further information (see snapshot).
We also offer a generic PMP Award
for those working in the further education
and adult training sector linked to our
range of level 6 & 7 qualifications:
The PMP award title is: Adult &
Tertiary Education
of a coaching culture in your
Your leadership development module
could include:
- Personal reflections on what informs
your leadership aspirations and practice
- Understanding different leadership styles
and their impact upon school climate
- The leadership of learning.
- Strategies to develop and support the
leadership of change
- Critical understanding of building and
leading effective teams
For more information about school-based
CPD and consultancy contact Dr Fiona
Maine (see snapshot).
“I am completing the PMP on a part-time
Accreditation of Prior Learning (APL)
basis at the same time as my full-time
can be offered if you have successfully
job as a classroom teacher at a Primary
completed previous Level 6 or 7 modules
School in Wiltshire. I chose to do this
at another university. We accept APL for
course to improve my understanding
our PGDip or Master’s qualifications. As
of teaching and learning and to develop
a guide, up to a maximum of 90 credits
as a teacher, improving the learning
may be credited towards a Master’s
experiences of the children I teach. I
Degree and 75 credits towards a PGDip.
also enjoy it! I chose Bath Spa University
We will require a full transcript from the
because of the connections with Wiltshire
awarding university.
County Council; my first two action research
It is also possible to gain accreditation
projects were completed as a joint course
for other kinds of professional
between the two. I really like the fact that
development by compiling an independent the course is linked to my teaching so I can
study portfolio of professional development see, and note, the benefits it is having on
(APEL – Accreditation of Prior Experiential
Learning). For further information about
gaining credits in this way please contact
CPD admin (see snapshot).
my teaching and the children. I like how
I have been able to complete the PMP
part-time and to a certain degree at my
own pace, depending on my teaching job.
I have found the lecturers at Bath Spa are
easily contactable and are always available
to help with any questions I have. Also, the
campus is in a beautiful situation with lots
of resources to use. I’m still completing
the course but so far it has taught me to
be more of a reflective teacher, and will
help with my future career development.
The PMP is a highly enjoyable programme
that has made me really ‘think’ and develop
my teaching.”
- PG Dip (award title)
- PG Cert (award title)
- Grad Cert (award
- Certificate in
Education (Lifelong
- Professional
Certificate (Lifelong
- The MA is up to six
years part time and
normally one year
- PG Dip up to four
years part-time and
normally one year
- PG Cert normally
one year part-time.
- Grad Cert normally
one year part-time.
Please see page
12 for full details.
Newton Park,
Corsham Court,
or one of our partner
schools, Local
Authority training
venues or partner
colleges: Bridgwater
College; Norton
Radstock College;
Weston College;
Weymouth College;
Wiltshire College.
- Flexible study
allowing you to
choose from a
range of accredited
short modules
or longer
of study.
- Flexible learning
through choices
that offer a mixed
menu of either
taught modules
and/or supervised
independent study.
- Wide range of
specialist and
award titles.
- A number of
specialist award
areas are linked to
career enhancing
membership of
associations, e.g.
the British Dyslexia
Chartered Institute
of Educational
Assessors, the
Institute of
Leadership and
Management &
British Association
of Counsellors and
Flexible study
allowing you to
choose from a
range of accredited
short modules
or longer
of study.
Applications are
completed online
using the Bath Spa
student portal.
Please contact CPD
Admin for a project/
module code and for
all other enquiries.
T: (01225) 875593
E: [email protected]
Please contact the
CPD admin office:
T: (01225) 875593
E: [email protected]
Head of Department
for Continuing
Development –
Dr Steve Coombs:
T: (01225) 876149
E: [email protected]
Programme Leader
for Lifelong Learning
– Jim Crawley:
T: (01225) 875677
E: [email protected]
Programme Leader
for School based CPD
– Dr Fiona Maine:
T: (01225) 876315
E: [email protected]
01 Private study time
02 A secondary school
art teacher
03 Hannah Crook, PMP
04 Primary School
At Bath Spa University we offer a wide
range of school-based CPD opportunities.
We are keen to provide professional
development which reflects the changing
contexts and priorities of schools and our
current involvement ranges from specific
CPD programmes for individual schools,
or networks and clusters, through to
strategic partnerships with Local
Authorities. Timings for bespoke school/
LA centre based modules will be individually
negotiated to meet the group’s needs.
These development projects include:
Your project focuses might include:
- Creative approaches to curriculum
- The central role of talk and collaborative
learning in the classroom
- Promoting and teaching learning to
learn dispositions
- The place of Web 2.0 technologies to
enhance learning
Your mentoring and coaching project
could include:
- Exploration of the similarities and
differences between mentoring and
- The place of mentoring and coaching
in the workplace
- Development and consolidation of
skills and knowledge associated with
mentoring and coaching
- Strategies to support the development
This flowchart shows the journey you might take through the PMP programme.
- General Awards: work-based
and independent study modules
- Specialised Awards: see pages
36 to 39
Credit for professional experience
and other previous Higher Education
courses or equivalent (APL) – only
available for PGDip and MA
- Award specific modules OR
- Mid-stage Master’s modules on:
- Learning and Teaching OR
- Leading and Coaching OR
- Education, Politics and Society OR
- Learning and Knowledge Technology
- Inclusion
To support these modules there are
three Educational Context seminars
held throughout the year covering
contemporary educational topics.
- Part 1 – includes gaining an
understanding of research
- Part 2 – includes project proposal for
continuation to the dissertation (the
final stage for a Master’s award)
Where a specific award title is being
followed, the research project must
reflect the subject or area of specialism.
Progression onto MPhil and PhD
is available via consultation with
your award leader and/or the head
of research.
This award is suitable
for counsellors and
who have completed
a recognised
counselling or
training qualification,
and who are working
or who have worked
professionally as
a counsellor or
qualification) or through BSU modules
(the work-based action enquiry and/or the
Independent study) and then to undertake
Research and the Professional Parts 1 & 2
and the Master’s Research Project.
The modules are completed through
distance learning with individual contact
made with a supervisor either through
face to face tutorials, telephone
supervision or online supervision.
This module is for students to gain up
to 60 credits and can be used by those
outside the six years requirement for APL
or those who need to make up APL.
An alternative to the Independent Study
Module, it is specifically focussed on
reflecting and writing about clinical theory
linked with practice. It can include client
work or supervised practice, or a review or
conference report linked to clinical practice.
The MA will give practising counsellors and
psychotherapists an academic University
based qualification to complement their
professional qualification.
This module is for students to gain up
to 60 credits and can be used by those
outside the 6 years requirement for APL
or those who need to make up APL. This
is usually a piece of work based either
on a literature review or the theoretical
aspects of a case study. Students are
encouraged to choose a subject linked
to their research interest.
You can gain a Postgraduate Diploma
(120 credits) or Master’s Award (180
credits) in Counselling and Psychotherapy
Practice to complement your professional
qualification. Entrance to the Master’s
award requires you to have gained 90
credits linked to Counselling and
Psychotherapy, either through APL
(accreditation for prior learning, granted
within six years of gaining your counselling
There are direct links to the following
courses and qualifications:
- Bath Centre for Psychotherapy and
Counselling, Diploma in Humanistic
and Integrative Counselling
This award is
particularly relevant
to colleagues in
positions of leadership
as well as those who
have mentoring roles
in schools, settings
and organisations.
There is a growing emphasis on
mentoring and coaching in the public
and private sector and leaders are being
encouraged to draw on coaching as a
key leadership skill in order to develop
and empower staff at all levels.
Colleagues are also being encouraged
to engage in mentoring and coaching
relationships with their peers in order
to support each other’s professional
development. As a result there are
now a range of opportunities to use
mentoring and coaching skills in a
range of contexts.
Modules can be offered as 30 or 60
credit modules. Colleagues can gain
a Postgraduate Certificate (60 credits),
Postgraduate Diploma (120 credits)
or Master’s award in Mentoring and
Coaching. The Master’s award requires
the teacher to have gained 90 credits
linked to Mentoring and Coaching and
then to have undertaken Research and
the Professional Part 1 and 2 and the
Research Project.
Bespoke modules are negotiated based
on the needs of participants. Below is
a sample:
This module begins by exploring the
differences between mentoring and
coaching. Participants will develop
coaching skills associated with good
listening, questioning and building
rapport. There will be opportunity to
practice these skills with other
participants and to reflect upon a range
of situations where these skills and
approaches can be used in their work
context. Through reading key texts
participants will be encouraged to engage
critically with theory related to coaching
and to consider its relevance to practice.
This module provides the opportunity to
reflect on the mentee as an adult learner
- Bridgwater College Advanced Diploma
in Counselling and Psychotherapy
- Chichester Counselling Service Diploma
in Psychotherapeutic Counselling or
Psychodynamic Counselling
- The Manor House Centre, North London,
Diploma in Psychodynamic Counselling
and Therapy in the Community
- Northbrook College, Sussex, Advanced
Diploma in Integrative Counselling
and Therapy
- Southampton Counselling Service
Advanced and Diploma courses
- Wessex Counselling Service Advanced
and Diploma courses
Applicants who qualified through other
counselling or psychotherapy trainings
are invited to apply for our programme.
Currently qualifications from counselling
and psychotherapy courses are examined
on an individual basis by the award leader
to determine APL. APL is recognised
within six years of a training qualification.
01 Counselling in action
Please contact the
CPD admin office
or award leader
Fiona Gardner:
T: +44 (0)1225875593
E: [email protected]
E: [email protected]
and consider the implications of this
for mentoring. Mentors will refine their
mentoring skills and will focus upon
the effectiveness of oral and written
communications with a mentee.
Participants will also explore ways
to approach challenging mentoring
situations. This module draws on a range
of key texts to support discussion and
critical reflection.
A 30 credit module aimed specifically for
colleagues who have a particular interest
in Coaching and Leadership and already
have 60 credits towards their Master’s.
An action enquiry or an independent study
focusing on mentoring or coaching can
contribute towards this award. The content
of these modules would be individually
negotiated with the award leader.
You must either be a teacher or to have a
first degree.
Please contact
award leader
Ruth Barrington:
T: +44 (0)1225 875414
E: [email protected]
01 Personal mentoring
02 Colleagues are
encouraged to engage
in mentoring and
coaching relationships
with their peers
This award will be of particular relevance to
you if your work involves vulnerable learners
and you wish to develop the skills to support
individuals with SpLD/Dyslexia within
education or other appropriate contexts.
The current international focus upon
standards, literacy and the inclusion of
vulnerable learners within mainstream
educational institutions means that there
is increasing pressure upon professionals
to develop the skills to identify and support
a range of specific learning needs in
literacy and study skills across the school
curriculum. Acquiring these specialist
skills can open the door to many career
opportunities within and beyond the
school and college context.
This award focuses upon identification,
assessment and practical support for
learners of all ages with SpLD/Dyslexia.
You can choose to combine the academic
study at Master’s level with the
development of practical competence
required by the British Dyslexia
Association (BDA) through professional
placement supervised by expert tutors.
Through the professional practice
element of the course you have the
opportunity to apply to the British Dyslexia
Association for their sought after
International Approved Teacher Status
(ATS) or Associate Membership (AMBDA).
You can gain a Postgraduate Diploma
(120 credits) or Master’s Award (180
credits) in SpLD/Dyslexia. The Master’s
award requires you to have gained 90
credits linked to SpLD/Dyslexia and
then to have undertaken Research
and the Professional Part 1 and 2 and
the Research Project.
The modules offered are:
The first module will develop the ability
to carry out assessments to compile an
individual learning profile to underpin
the development and teaching of
individualised programmes for learners
with SpLD/Dyslexia across a range of
contexts. Methods and strategies to
develop the inclusive practices which can
support learners across the curriculum
are also explored. This module offers a PG
Certificate as a stand-alone award and is
accredited by the BDA at ATS level.
The second module will develop the ability
to undertake full diagnostic assessments
for dyslexia to inform programmes and
appropriate support, such as Examination
Access Arrangements. This can be taken
as a stand-alone module by suitably
experienced students, whose prior
learning may enable them to apply for
pre-entry accreditation to obtain the
Submission of the (optional)
professional practice portfolio alongside
academic practice based assignments will
obtain dual accreditation enabling suitably
qualified teachers and speech and
language therapist professionals to gain
the sought after International BDA
Approved Teacher Status (ATS), on
completion of the first module, or
Associate Membership (AMBDA)
on completion of both modules.
The focus is upon developing an
understanding of the difficulties faced by
primary or secondary students with SpLD/
dyslexia or dyscalculia when learning
mathematics and how to help students
overcome these challenges. It will be led
by Julie Kay an international expert in
maths and dyslexia.
An individually negotiated study focusing
on SpLD/Dyslexia can contribute towards
the award of a PG Diploma in SpLD/
Applicants (with the exception of
speech and language therapists and
psychologists) should have a first degree
in Education or linked pedagogy and,
ideally, two years of teaching experience.
Please contact
award leader
Dr Tilly Mortimore:
T: +44 (0)1225 876118
E: [email protected]
01 School experience
02 Identifying and
overcoming maths
03 Practicing handwriting
04 In the classroom
This MA is an opportunity to study educational
issues in depth for the programmes cover
policy, practice and education theory within
an international context.
Education is much more than the study
of teaching and our programmes are
designed to get you questioning the
assumptions that lie beneath educational
policy and practice.
Both the Education Studies and
International Education and Global
Citizenship awards form part of the
Professional Master’s Programme within
the School of Education and offer a mixture
of theory and practice with professional
development within a global and
international context.
Students come from a wide range of
countries, from Cyprus, the Gambia, the
United States, Germany, Indonesia, China,
Japan, and so on, as well as the United
Kingdom. They also come from many
backgrounds. Some have Educational
Studies as a first degree while others
have been marine biologists, musicians
or experts in fibre optics. We welcome this
diversity. All come, however, with a good
first degree and a thirst to know more
about education:
- What is the nature of learning
and teaching in different countries
and cultures?
- What is the relationship between
education and the economy?
- How is education changing as it
enters the market place?
- How are education systems managed?
- Who takes decisions about
the curriculum and teaching?
- How far do governments control education?
- How far should they?
- What is the role of professional educators?
- What will be the role of schools and
universities in the future?
- What is the future for education in the
knowledge economy?
- Is education becoming an ‘instrument’
of capitalism?
There are four compulsory modules
and a dissertation:
- Education, Politics and Society
- Learning and Knowledge Technology
- Research and the Professional Part 1
- Research and the Professional Part 2
(Research Project Preparation)
You also take two additional optional
modules that allow for further in-depth
study. Because the programme operates
alongside the part-time programme,
there is the opportunity to select from
other modules. While these have a strong
professional application they may still
be relevant to your intended career.
- International Education
and Globalisation
- Global Citizenship
- Education Policy
- Language, Ideology and Education
- Education in the Social and Cultural
Context of the UK
- Cultural and Historical Roots of
Modules are taught through lectures
and small group seminars. There are
also individual tutorials and good
opportunities for extended discussion
with tutors.
- Dr Howard Gibson
- Dr Steve Coombs
- Ms Christine Eden
- Prof David Coulby
There are no written exams and each
module is assessed by coursework.
This typically involves an essay of 2,500
words for a 15 credit module and 5,000
words for a 30 credit module. Sometimes
assessment is by verbal presentation.
The dissertation is 15,000–20,000 words
and worth 60 credits. It focuses on an
area mutually agreed with a specialist
tutor who also offers guidance and
support in the writing of the dissertation.
Subjects vary widely, from the nature
and quality of Supply Teachers in the UK
to the education of women in the Gambia,
from the role of the modern Museum
Educator to the theoretical role of
education in the unification of Cyprus.
To achieve the award you will need 180
credits in total.
Students are expected to have an Honours
degree from a recognised Higher Education
Institution in the UK, although we accept
applicants with appropriate experience
that we consider sufficient and comparable,
or an equivalent degree from overseas.
Equivalence of overseas students’ academic
qualifications is assessed by NARIC (see The content and subject
matter of a student’s first degree is open.
In some circumstances, professional work
in education (e.g. PGCE) or a related field
can be assessed as appropriate credit for
‘prior learning’ (APL) and a reduction in
the number of credits required to pass
the programme can be negotiated. For
overseas applicants who are non-native
speakers of English, a minimum language
level of IELTS 6.5, or equivalent, is required.
The UK government has recently
announced that teaching will become
a postgraduate level profession in
England. If your ambition is to teach
in a school, then our MA is ideally suited
(although it is not itself a UK teaching
qualification). Some students apply for
our MA having completed their PGCE
with the intention of postponing their
entry to the profession, whereas others
apply before making a decision whether
to become a teacher.
Most of our students, however, have no
intention of teaching. They are attracted by
the academic nature of this award, by its
habit of enabling new thinking about
things that seemed like common sense,
and by the prospect of improving
academic skills and qualities and applying
them in educationally related fields.
Many of our students seek new career
paths to educational management,
training or in related fields, maybe in their “I chose this course to gain a deeper
non-UK home. Some wish to continue
understanding of the theoretical, social,
their undergraduate expertise in Education cultural and political influences in
Studies and gain a broader and deeper
education. I found that Bath Spa
view of education. Others wish to gain
presented a variety of modules and the
employment in, say, a museum or gallery
capacity to step back and reflect on the
setting, while others start with the
‘big’ themes. The flexibility of the course
intention of taking their studies further –
and the tutorials were the main things I
to PhD level – and seek eventual
enjoyed about studying at Bath Spa – this,
employment in an academic institution.
along with the wonderful setting made
my MA really enjoyable. Before studying
here, I was an Education Officer in a
small independent museum in Bath.
Since leaving the university I run the
formal learning department at Geffrye
Museum, London. Studying the MA has
provided the theoretical foundation for all
my subsequent educational work and has
given me the opportunity to challenge and
reflect within my day-to-day practice.
- MA Education
- MA International
Education and
Global Citizenship
One year full-time
or part-time (with
permitted extensions
up to a maximum
of six years for
part-time students)
Please see page
12 for full details.
international and
global perspective
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
Please contact
course director
Dr Howard Gibson:
E: [email protected]
Newton Park
- Analyses politics
and policies in
- Allows you to study
educational topics
in depth
- Has a strong
01 Students come from a
wide range of countries
02 Students at Geffrye
Museum, London
03-04Education within an
international context
05 Emma Dunn, MA
Education Studies
This course will help and encourage you
to bring a novel, book of poems, book of
short stories or work of literary non-fiction
as near to publishable quality as possible.
The programme, has become
established as one of the leading
courses of its kind.
The course is modular and is currently
offered for full-time study only.
The MA in Creative Writing is concerned
with imaginative writing, which includes
novels, short stories, poetry and non-fiction.
The emphasis is upon encouragement,
to help you to find and pursue a direction
in your writing, and to understand the
process of offering a manuscript
for publication.
Because of the reputation of the MA
in Creative Writing, we are able to recruit
excellent students who, every year, form
an exciting and mutually supportive
community of writers. Frequent visits by
other writers, literary agents, publishers,
broadcasters and other professionals
connected with writing ensure that students
are given plentiful advice about how to
place work and make decisions about
their careers as writers.
The course is not for the writer whose
only interest is in their own work, but rather
for the writer who can benefit from working
closely with fellow students and with tutors,
many of whom are practising and
published writers.
In recent years, several current or
former students have been awarded
excellent contracts for novels; Two were
long-listed for the Man Booker Prize,
three for the Orange Prize, one for the
Costa Prize and one for the Guardian
First Book Award. One received the Betty
Trask Prize; another the Manchester
Book Award; another a W.H. Smith New
Talent Award. One reached the best-seller
lists. Student poets have had their poetry
accepted for publication in numerous
literary journals, including Ambit, Magma,
London Magazine, Poetry Wales, PN
Review and The Reader, among others,
and have been placed in such competitions
as the Bridport, the Frogmore, Mslexia,
and Writers Inc. Janklow and Nesbit
Ltd, a leading literary agency, awards an
annual prize for the best novel or novel
in progress by a student on the course.
It is implicit in the course philosophy
that critical reading aids the development
of writers. Workshops, in which you look
constructively at each other’s writing,
and context modules, to study the ways
in which writers meet certain challenges,
are integral parts of the course.
These modules examine genres and look
at ways in which writers meet challenges
from the public world. At least five of the
following are offered each term:
- Writing and the Environmental Crisis
- Suspense Fiction
- Contemporary American Writing
- The Writer and Place
- Modernism and Postmodernism
- Writing and Gender
- The Short Story
- Writing and Politics
- Reviewing and Journalism
- Narrative Non-Fiction
- Genres of Television Drama
- The Love Story
- Writing for Young People
For this module each student brings
a manuscript as near to publishable
quality as possible. You are assigned
a specialist tutor.
Students take two three-hour seminars
a week for the workshop and context
modules. The Manuscript is completed
between June and September. Students
meet tutors regularly during this period.
A residential writing weekend is an
essential part of the course.
Tutors include prestigious, best selling
and award winning writers, such as
Gerard Woodward (novelist and poet);
Tim Liardet (poet); Tessa Hadley (novelist);
Andrew Miller (novelist); Carrie Etter (poet);
Samantha Harvey (novelist); Steve May
(radio dramatist, playwright and novelist);
Richard Kerridge (nature writer); Paul
Evans (nature writer); Lucy English
(novelist and poet); Mimi Thebo (novelist);
Jonathan Neale (novelist, dramatist
and non-fiction writer); Tricia Wastvedt
(novelist); Celia Brayfield (novelist); Jenni
Mills (novelist); Neil Rollinson (poet). In
addition you will have the opportunity to
meet a wide range of writers, publishers
and literary agents.
You can either start with a general writing
workshop in which you experiment with a
range of forms, or a specialist workshop
in prose fiction or poetry.
Readings and seminars conducted by
writers are built into the programme.
Visiting writers have included Moniza
Alvi, John Burnside, Stevie Davies, Helen
Dunmore, Roy Fisher, Peter Flannery,
Nick Hornby, Michael Hulse, Emyr
Humphreys, Kathleen Jamie, Mimi
Khalvati, Toby Litt, Tony Lopez, Benjamin
Markovits, Les A. Murray, Tim Pears,
Ashley Pharoah, D.B.C. Pierre, Jem
Poster, Philip Pullman, Fiona Sampson,
Michael Schmidt, Matthew Sweeney
and Fay Weldon. There will also be
visits from publishers, literary agents
and broadcasters. Every year there are
opportunities to show work to agents
and editors who visit.
This is a specialist workshop in prose
fiction or poetry.
Assessment is by coursework only.
Each writing workshop is assessed on
The full MA programme consists of two
writing workshops, two context modules
and the Manuscript (a double module):
MA Creative Writing
please contact:
T: +44 (0)1225 875624
E: [email protected]
Corsham Court
One year full-time
“ Being at Bath Spa was something
invaluable and indefinable for me.
I was worried that going on a creative
writing course might be a bit like being
in a slightly sick, ‘show us your underwear’
the basis of a folder of creative writing
form of group therapy. I was very wrong.
and an early draft of part of the Manuscript. Instead I was thrust into the company
Each context module is assessed on the
of some of the most interesting writers
basis of an essay and a folder of creative
around – the current spread of tutors in
responses. The Manuscript is 35,000–
the department – who have managed to
40,000 words (or the equivalent for poetry
create a space where ideas really are
and scriptwriting).
exchanged rather than reduced to
templates. I wrote more than half of my
novel there and am indebted for the way
Admission to the course is based on a
in which being on the course made
portfolio of creative writing, our estimate
writing the centre of my life.”
of the student’s commitment and potential
as a writer and ability to benefit from the
Nikita’s debut novel, Gifted, was included
course, and normally, but not invariably,
in the longlist for the 2007 Man Booker
on an undergraduate degree.
Prize, the shortlist of the Costa first novel
Applicants will need to submit a short
award, and won the 2008 Desmond Elliott
piece of creative writing with their
prize for sparkling new fiction. Nikita’s
application form, such as two chapters
novel was conceived on the MA course,
of a novel, two short stories, six poems,
and a first draft was her manuscript
or the equivalent.
Please see page
12 for full details.
AHRC Studentships
available – see page
12 for full details
Please contact
course leader
Richard Kerridge:
T: +44 (0)1225 875573
E: [email protected]
You may also
be interested
in our specialist
course in children’s
writing – see page
47 and visit www.
for details of the
MA Writing for
Young People.
- A leading course
- An institution that
has pioneered
the teaching of
creative writing
- Writing workshops
taught by published
- Strong links with
literary agents
and publishers
Application forms
are available on the
website and for any
admissions enquires
01 Publications from
MA Creative Writing
students and staff
02 The beautiful
campus at Corsham
Court is perfect
for quiet reading
03 Nikita Lalwani, MA
Creative Writing
The MA in Feature Filmmaking is designed
to give you an industry-focused education in
the business and practice of modern feature
making for fact or fiction.
The collaborative nature of modern
filmmaking means that this is a course
for students with aspirations as directors,
producers, screenwriters, APs, camera
ops, editors and other creative roles, who
want to develop both their aesthetic and
business skills for a successful career
working on feature length documentaries
or fiction films.
The course teaches you how modern
filmmakers make feature length projects
and offers practical experience of trying to
make such projects. We cannot guarantee
that your project will get made and your
success in academic terms will not depend
upon you having completed a feature
(although we are confident that many
students will achieve this).
All students will graduate with a
wealth of professional contacts, a
stunning showreel, a fully developed
feature film project and the knowledge
and contacts for how to get ahead in the
film business.
The aim is that at the end of the MA in
Feature Filmmaking you will have received
a thorough education in the needs and
techniques of the micro-budget film
business and have the skills to be able
to negotiate favourable terms for your
current (and future) feature projects to
be distributed.
There are two durations of the MA in
Feature Filmmaking – full time over 12
months and part time over 24 months.
These are practical and creative filmmaking
workshops, which give you the techniques
for feature film production for low budget
film production. In workshop modules you
are taught by Bath Spa academic staff, with
experience in documentary or drama
production, and/or by industry professionals.
Context modules are offered in the belief
that filmmakers will only reap the rewards
of their creative skills if they have an
adequate understanding of the industry,
the financial and legal frameworks and
the operation of these systems. These
are not modules that would be covered
in a MA in Film Studies as they relate
entirely to the business functions of the
industry, although you will investigate the
power and dominance of the Hollywood
studio system and its impact on narrative,
for example. However, you will then apply
this knowledge to alternative funding
models and tax regimes that European
countries have adopted to combat
Hollywood’s dominance.
There are two script/development
workshops and up to four hours oneto-one mentoring during this period.
Students on the part-time route will
have the opportunity to collaborate on
productions being filmed by full-time
students during this period.
This double module is where theory
and practice come together in the
production and postproduction of
a feature length project.
This module introduces and explores
practical and creative techniques,
approaches and strategies of low
budget feature documentary and fiction
production. This gives an overview where
key skills are developed building on your
previous knowledge. You will refine your
personal project during this module by
learning advanced editorial, scripting
and stylistic approaches to feature
film production.
To compete in the global film business
low budget practitioners will be required
to understand the historical development,
business systems, procedures and models
that influence the global film business.
This module allows you to understand
how and why the Hollywood model still
dominates feature film production.
This module builds on the first two
modules to give you the ability to further
develop/rework/alter your main project
in light of the insights into low budget
cinema techniques and how the
international film business operates.
This module gives you a thorough
grounding in the theory and practice
of contemporary marketing, as applied
to film. The module introduces traditional
marketing theories and strategies on
marketing communications, consumer
behaviour, direct marketing and customer
relationship marketing. It then updates
these approaches, with a focus on digital
marketing techniques. Using social
networks to build networks of advocates
prior to release that can produce a
marketing momentum that allows
low budget films to compete against
Hollywood’s blockbuster marketing clout.
This module is the culmination of the
previous four modules. In this 16 week
module you turn your project into a feature
length production, building on the insights
you have learnt over the course. The
projects will normally need to be completed
to an ‘off-line’ standard with a stereo mix.
You should expect to work 12–14 hour
days for six days a week when filming and
editing. It is expected that most productions
will involve four–six weeks for principal
photography. The projects will then go
into a period of editing of 10–12 weeks
to arrive at a version of the film that is
suitable for screening to distributors
and agencies to seek further
completion funding.
This MA is taught in an executive format
of intensive workshops and seminars.
You will be based at Bath Spa premises
in Bristol and at the University’s Corsham
Court Centre in Wiltshire.
These offer studio facilities and the
latest editing software, lights and video
cameras including Sony F3 and Canon
DSLR 5D and 7D, together with first
class tutorial and lecture rooms.
The modules in the MA are taught by
both practising industry professionals
and by specialist academic staff from the
Department of Film and Media Production
You are assessed through continuous
assessment. Assessment tasks will
be varied, including group presentations,
script development evaluations, industry
reports, production folders, marketing
reports and the feature film project.
Your final mark for the production
module will reflect the quality of the
final submission and amount of input
you have put into the combined project
either as a producer or director. Your
tutors will evaluate your creative and
physical input to the project and your
course based on your journals, tutorials,
other students’ submissions and any
other submissions. In this sense a wellproduced project can be awarded a
distinction to the producer even if the
director achieves a pass for his or
her work.
Applicants to the twelve month
programme must have a script or
treatment, which in the opinion of Bath
Spa is at pre-production at the point
of interview. If the script or treatment
requires any significant extra work,or
an extended filming schedule, you will
be offered a place on the 24 month version
of the course. It is your responsibility to
work with the development manager to
develop the project so it can be approved
for production.
Our assumption is that students taking
this programme are committed to working
in the feature film industry as creative
filmmakers, who understand that a
detailed knowledge of the film business
will be central to their future success,
as is a strong sense of story telling. The
structure and aims of the course provide
a route to exploiting film assets in global
markets as well as using a low budget
feature to prove your skills as a longform filmmaker.
This experience will lead some
producers and directors into contracts
on other films, TV drama or drama
documentaries. Producers will build
up a series of skills, contacts, and
experience that will allow them to
develop subsequent projects with
greater support.
Other students may wish to
pursue academic work as lecturers
and practitioners. Another career route
open to graduates will be to use their
subsequent project as part of a creative
PhD at Bath Spa or other bodies.
Other careers can involve working
with arts organisations like the BFI,
Creative England, regional screen
agencies such as Film London or
South West Screen.
- MA Feature
- Postgraduate
Diploma (PG Dip)
- Postgraduate
Certificate (PG Cert)
Bristol Studios
and Corsham
Court Centre
- MA full-time three
trimesters (one
calendar year).
- MA part-time six
- PG Dip full-time
two trimesters.
- PG Dip part-time
four trimesters.
- PG Cert full-time
one trimester.
Please see page
12 for full details.
- An opportunity
to work with
directors and
exploring and
pooling your skills
with your fellow
- Learn about the
traditional and
new routes and
techniques to
getting a film made
and released
Application forms
are available on the
website and for any
admissions enquires
please contact:
T: +44 (0)1225 875624
E: [email protected]
Please contact Dr
Terence Rodgers,
Department of Film
and Media
T: +44 (0)1225 875659
E: [email protected]
- A chance to
make your own
feature film
01 On location at the Royal Crescent in Bath
02-03Cutting edge filmmaking equipment
04 Setting up a scene
The ways in which we understand and
manage ‘heritage’ are changing rapidly,
while the physical remains of our past –
buildings, landscapes, city streets, archives,
artefacts and archaeological sites – and the
intangible associations of tradition, language
and memory continue to shape the ways in
which we live our lives.
This course poses challenging questions
about our thinking and practice, and offers
students the opportunity to explore this
through a series of practical projects,
working in partnership with a wide range
of heritage organisations across Bath,
the region, and beyond. We will help you
set heritage in its social, political and
economic context, and support you in a
series of placements so that you can see
how this plays out on the ground, for real.
“ I want to know the relationship between
this wooden object … and where it has been.
I want to be able to reach the handle of the
door and turn it and feel it open. I want to
be able to walk into each room where this
object has lived, to feel the volume of the
space, to know what pictures were on the
walls, how the light fell from the windows.
And I want to know whose hands it has
been in, and what they felt and thought
about it – if they thought about it. I want
to know what it has witnessed.”
Edmund de Waal, The Hare with Amber
Eyes: A Hidden Inheritance (Chatto &
Windus, 2010)
The hare with amber eyes – a tiny Japanese
netsuke – is part of de Waal’s personal
inheritance, knotted into the threads of
family and world history, but the questions
he asks of it belong to us all. We are moved
by the evidence of the past because of what
it is, whether a torn family photograph or
the soaring arches of a great cathedral;
the pages of a letter or the sweep of a
battlefield. We are moved by the stories
contained in such fragments, and by the
events they witnessed.
This course asks the same questions
of historic buildings, museum collections,
parks and gardens, archaeological sites,
public and private archives. It also asks
questions about the ways in which these
resources are managed, presented and
explained, and explores these through
a series of encounters with heritage
practitioners and heritage places. What
challenges are heritage bodies currently
facing? What choices do they make in
dealing with them? How will pressures
on public funding for heritage in the UK –
and further afield – shape our experience
of visiting and working in museums and
heritage sites in the future? And how will
our wider understanding of heritage
change as a result?
Trying to answer such questions
provides a framework for practical work
in the sector, underpinned by hands-on,
supportive teaching. As well as thinking
about heritage, we want you to become
involved in a range of projects, working
with our partners in local, regional and
national heritage organisations, and to
gain experience on the ground.
The course offers a broad basis for
developing your skills in heritage
management, and will reflect both your
needs and interests and the changing
nature of the sector itself. It has been
designed to provide everyone with a common
starting point, but it also offers a chance to
explore particular themes and to become
involved in substantial pieces of work.
This module introduces the key concepts
we will use throughout the course, and
asks how far heritage practice has kept
pace with changes in heritage thinking
and in society, politics and the economy.
It poses two major questions: How did
we get here and where next?
How are heritage organisations managed?
How can they meet current challenges?
What skills will you need to meet the future
needs of the sector? This module will give
everyone the opportunity to consider the
practical challenges involved in managing
a heritage attraction.
- Master of Arts
(MA) Heritage
- Postgraduate
Diploma (PG Dip)
- Postgraduate
Certificate (PG Cert)
This module revisits the thinking
we explored during the first trimester
and applies it to current examples of
heritage practice. This module will take
you beneath the surface of a new gallery,
a restored garden, or a period interior,
and ask you to consider: why this? It will
enable you to develop a more sophisticated
understanding of the ways in which the
heritage sector really works.
The placement provides you with an
opportunity to undertake a substantial
piece of work, supported by workshops
led by leading heritage practitioners,
many of whom will continue to act as
mentors throughout the rest of the
module. Your placement might involve
work on funding and fundraising,
developing volunteers, researching
collections, or marketing, communications
and advocacy. We see this as the focal
point of the course, and potentially of
enormous value to you and to the
organisations with whom you’ll be working.
Your final project may represent an
extension of your placement work, the
opportunity to complete a new project,
or a more traditional, research-based
dissertation. Project work might involve
preparing a learning programme,
accompanied by appropriate materials;
producing a film or developing a website.
The course will be delivered mainly
through intensive workshops, often run
by leaders in their own field in the heritage
Careers in the heritage sector include
roles in collections management,
education and learning, exhibition
planning and implementation, community
engagement and outreach, and marketing
and fundraising. You might also become
involved in operational management,
events planning, retail and visitor services.
Not everyone will want a job in the
‘heritage industry’. Therefore, the course
includes a range of generic skills and
opportunities which are aimed at
increasing employability for Bath Spa
postgraduates in the voluntary sector,
social enterprises, fundraising, and a wide
range of administrative and management
roles. As well as studying heritage
management, you will be fostering links
with external partners and with other
departments across the University.
These may be the connections which
help lead you into other roles, including
education, the cultural industries or to
sector. These will be complemented
by guest lectures, offering you the chance
to become involved in thinking about
major heritage issues as they develop.
There will also be practical sessions,
encompassing research skills, financial
management and business planning,
project planning and implementation and
information literacy. These will be tailored
for you and the organisations you
work with.
We will be making extensive use of
the extraordinary heritage of Bath and
the surrounding area, including the
University’s own campuses at Corsham
Court, where this course is based, and
the main site at Newton Park. A number
of major capital projects in the region
have recently come to an end or are now
nearing completion, and you will have
opportunities to consider these in depth,
exploring the challenges involved in
initiating and implementing schemes
on such an ambitious scale. There are
two World Heritage Sites on the
University’s doorstep: the iconic landscape
of Stonehenge and Avebury and the City of
Bath itself. Managing these involves lots of
partners and a range of complex issues,
and we will be analysing a number of these.
You will be assessed through a mix
of project work, formal essays, reports
and a final Dissertation or Project. Your
final project might include producing a
film, developing a website, or preparing
learning materials for a range of different
audiences. Alternatively, a more traditional
Dissertation might lead you to further
research and a PhD.
Applicants will normally have a
good first degree (2.1 or above) in
any academic subject. Applicants
without a first degree may be considered
if they can demonstrate considerable
relevant experience; they may be asked
to attend an interview.
If English is not your first language
then you will need to provide evidence
of proficiency in written and spoken
English. The normal minimum
requirement for admission onto
one of the programmes is an overall
score of 6. 5 on the British Council
IELTS test or 600 on the TOEFL test.
The British Council organises regular
language tests in most countries.
Court campus
- A skills-based
course which
practical activities,
placements and
projects with robust
thinking and
- Your opportunity
to work in an
heritage setting,
including the
World Heritage
Sites of Bath and
- MA full-time three
trimesters (one
calendar year)
- MA part-time six
- PG Dip full-time
two trimesters
- PG Dip part-time
four trimesters
- PG Cert full-time
one trimester
Please see page
12 for full details.
- A chance to
develop your own
experience and
understanding in
partnership with
leading players in
the heritage sector
Application forms
are available on the
website. For any
admissions enquiries
please contact:
T: +44(0)1225 875624
E: [email protected]
For all enquiries
about the course,
please contact
course director
Dr Alison Hems:
T: +44(0)1225 876363
E: [email protected]
01 The new modern
extension to the
Holburne Museum
02 The Last Drop
03 Detail of a historic door
04 The Roman Baths
04 Stonehenge
The MA in Literature
and Landscape
examines how
literature reflects
and shapes the way
in which we see the
landscape and the
environment and it
gives students the
opportunity to study
the kind of analyses
that are becoming
increasingly important
to the direction of
modern English
literary studies.
The MA draws upon our staff’s
internationally recognised expertise
in the field; our location in a World
Heritage site; and it offers tremendous
opportunities for students
to access unique regional resources.
“ The first hour was allotted to making
themselves comfortable, for they
complained of having a very dirty walk,
as they came on foot from Snow-Hill,
where Mr Branghton keeps a silversmith’s shop; and the young ladies had
not only their coats to brush, and shoes to
dry, but to adjust their head-dress, which
their bonnets had totally discomposed”.
Fanny Burney, Evelina (1778)
“ The casual glimpses which the ordinary
population bestowed upon that wondrous
world of sap and leaves called the Hintock
woods had been with these two, Giles
and Marty, a clear gaze. They had been
possessed of its finer mysteries as of
commonplace knowledge; had been able
to read its hieroglyphs as ordinary writing”.
Thomas Hardy, The Woodlanders (1887)
These scenes, from two novels over a
hundred years apart, both depend upon
ways of reading the landscape. Burney’s
depiction of the Branghton daughters
depends on the reader being able to
decipher the social geography of
London: the women have come from the
mercantile middle-class City to the elite
and fashionable West – and on foot too
rather than by coach – and their aspirations
of fashionability are subtly derided. Hardy’s
portrait of Giles and Marty as themselves
readers of the landscape also implicates
the reader of the novel with the suggestion
that we, unlike them, have no longer such
an innate and Edenic ability to read the
world of ‘sap and leaves’.
Ever since Raymond Williams’ seminal
study The Country and the City, literary
critics have become increasingly conscious
of the way landscape is represented. This
has gained considerable momentum with
the spatial and environmental turns of the
1990s and the rapid growth of ecocriticism
– literary criticism focused on the
representation of the natural world and
environmentally-conscious writings.
Literary heritage tourism and the use
of computer mapping techniques within
literary studies as well as within cultural
geography are more recent developments
which this MA will exploit. It will enable
students to address such questions as:
how does literature debate humanity’s
relationship with ‘Nature’? How do the
conventions of representing various
landscapes change over time? What makes
‘the country’ or ‘the wild’ what it is? How is
‘the city’ characterised in literature? How
does literature represent environmental
destruction? Is it influenced by modern
environmental movements?
The programme aims to provide students
with an excitingly wide range of issues and
approaches in relation to the representations
of various kinds of landscapes. It will present:
- a mix of thematic topics, types
of landscape and regions
- a balance between literature pre–
and post–1900
- a range of methodologies (for example
Marxism, historicism; ecocriticism;
archival research; mapping technology)
- although its main focus is literary,
inevitably – given the subject – material
culture or real places may also be
examined (for example the iconography
and design of an English Country Estate;
the materiality of the London Lord
Mayor’s show; the Eden Project; the
specific topography of journeys
or locales).
Teaching and learning on the taught
modules will primarily be via seminars,
but the programme will also include
opportunities for research skills
workshops, presentations, field-work
and independent research associated
with the Dissertation or Project. Assessment
will be via essays, proposals, and a final
Dissertation or Project.
The programme will consist of one
30-credit research methods module;
three 30-credit core modules; one
60-credit dissertation/project module.
Enables students to make the transition
from undergraduate work to researching
and writing English studies at postgraduate
level. This module will be an introduction
to postgraduate-level research strategies
alongside the focused study of literary texts.
In order that we can offer as wide and
varied a programme as possible the core
modules below will act as a ‘shell’ module:
each will consist of two themed strands.
Opportunities for field trips and/or directed
research trips may be offered as an
alternative to seminars, depending upon
the nature of the thematic strand.
Two topics from the indicative list below
will be offered each year: ‘The politics
of place in early modern literature’;
‘Civic and national consciousness in early
modern literature’; ‘Staging the nation
in early modern London’; ‘The city and
the country estate from Marvell to Austen’;
‘Transforming poetry: industry in
landscapes of the eighteenth century’;
‘Colonial landscapes and the metropolis
in the eighteenth century’, ‘Romanticism
and Ecocriticism’.
Two topics from the indicative list below
will be offered each year: ‘Place and
Ecology’; ‘20thC. American nature writing’;
‘Postwar British nature writing’;
‘Representations of Canadian wilderness’;
‘Colonial/postcolonial natures’;
‘Contemporary environmental fictions’;
‘Globalising environments’; ‘The
environmental tradition in English literature’.
Two topics from the indicative list below
will be offered each year: ‘Georgian Bath’;
‘Environmental writers of south-west
England’; ‘Early modern London’; ‘Gothic
London’; ‘Modernism and rural/suburban
London’; ‘Postcolonial London’; ‘Writing
Los Angeles’; ‘Twentieth-century Dublin’;
‘Hardy and Wessex’; ‘Wordsworth’s lakes’;
‘Literary journeys’.
Students can opt for either a traditional
written Dissertation or the Project. The
Project offers students the opportunity
to create a different output, and it can
take the form of an applied research
or knowledge-transfer type project (for
example, the use of cultural geography
mapping techniques). This module will
also include the opportunity to further
pursue links with external organisations
and some refresher workshops on
research skills.
The MA is founded upon our staff’s
expertise and substantial publications
record in the areas of ecocriticism,
contemporary environmental writing,
early modern London, postmodern
American cities, and literary journeys in
modernist/postmodernist literature. One
of the programme’s staff is chair of the UK
branch of the Association for the Study of
Literature and the Environment: its journal
Green Letters is published via the Artswork
project at Bath Spa University. The MA
draws upon and is supported by three
research centres: Book, Text and Place
1500–1750; Contemporary Writing;
Writing and the Environment and students
will become members of the research
centres and, therefore, part of the School’s
research culture.
Our Library offers access to highquality electronic resources such as
Eighteenth-century Collections Online
(ECCO), Early English Books Online (EEBO),
British History Online, and GEOBASE.
Students will also be to able to gain access
to research libraries such as the British
Library and the Bodleian Library. We also
have established links with bodies such
as the Science Museum collection at
Swindon and Bath Central Library, as well
as our close connections with archives at
the city of London (for example, the London
Metropolitan Archives, the Guildhall Library,
and the Centre for Metropolitan History at
the Institute of Historical Research).
In addition, the MA draws upon Bath
Spa University’s location in a World Heritage
Site and in a region with many unique
literary and historical associations. The
region has specific associations with writers
from the past: for example, Coleridge,
Nether Stowey and the Quantock Hills;
Hardy, Dorchester and ‘Wessex’; Pope,
Fielding, Burney, Austen and Bath. The
South West has also been a fruitful locale
for contemporary environmentallyconscious writings and is the location of
the landmark ecology programme, the
Eden Project.
The region is blessed with many fine
examples of that iconic vision of the English
landscape, the landscaped country estate.
In the immediate region one can find, for
example, Stourhead, Prior Park, Dryham
Park and Bowood House, in addition to
our own campuses at Newton Park and
Corsham Court. Stourhead (NT), for instance,
offers a learning space with talks and
access to archival material, and has
welcomed the prospect of students
shadowing the estate guides.
We are also uniquely positioned to
build links with other regional organisations;
for example, environmental organisations
(such as the RSPB or the Forestry
Commission), country estates, the National
Trust, English Heritage, Bath Preservation
Trust, archives at Dorchester (Hardy) and
places of literary heritage tourism (such
as the homes of Austen, Hardy, T. E.
Lawrence, Coleridge, John Cowper Powys).
We expect all applicants to have a good
honours degree (2:1 or above), in an area of
literary studies or related humanities subject.
Typical career destinations include:
- Traditional English postgraduate
destinations (for example, higher
research degree programmes, public
and private sector research careers,
book and publishing industries)
- Environmental sector and ‘Green’ careers
(e.g. advocacy, communications, charities,
education, internships, ecotourism,
urban planning)
- Heritage and tourism sector (for
example, charities and trusts, visitor
centres, private estates, local
government, planning, management,
- Creative industries (for example, radio,
TV, cable and satellite broadcasters,
book publishing, web media, news
and magazine media).
Master of Arts
(MA) in Literature
and Landscape.
Court campus
- One year full-time
- Two years part-time
Please see page
12 for full details.
available – see page
12 for full details
- Internationallyrecognised staff
- Access to unique
regional resources
and a location in a
World Heritage Site.
- Examines literary
works from a broad
historical range
(Early Modern
period to the
present) and covers
a wide range of
and regions (for
example: urban,
wild, natural,
British, American).
- Offers the
opportunity for
field-work with,
for example,
regional heritage
resources or
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
Please contact
course director
Dr Stephen Gregg:
T: +44(0)1225 875482
E: [email protected]
01 View of the lake at the
Newton Park campus
02 Bench alongside the
path that runs on the
edge of the Blackmore
Vale from the Dorset
Gap to Bull Barrow Hill
– the path is the route
Tess takes from
Flintcomb Ash Farm
to Martock, in Thomas
Hardy’s novel Tess of
the D’Urbervilles.
The MA in Scriptwriting
is a professional
training course for
working writers.
Most scriptwriters work across several
media, and the course reflects this. All our
tutors are working writers. We aim to turn
out writers who understand the structure
and craft of drama, have a finished script
they can use as a calling card, know the
industry in all its variety, and can pitch and
sell their work.
The MA is taught in seventeen weekends
of intensive workshops. It is not, however,
‘low residency’. There are as many hours
of teaching as on Bath Spa University’s
established MA in Creative Writing.
The course is taught at our beautiful
Corsham Court campus where we are
developing performance, capture and
editing facilities. We also work closely with
the School of Music and Performing Arts,
and their students will have the opportunity
to help act in and produce our work.
Although this is an intellectually
challenging postgraduate course, there
is no ‘academic’ side detached from the
working side. Everything theoretical is
geared to help the students as writers.
The MA in Scriptwriting also offers
each of its students a free copy of Final
Draft scriptwriting software, a must for
professional Scriptwriters.
The course is full-time from October to
September, or part-time over two years,
and is taught in modules. The first trimester
runs from October to January and there
are two modules, each delivered in three
intensive weekends.
One is the module on Dramatic
Structure. This aims to give you an
understanding of the full range of ways
that plays and scripts can work. You are
introduced to dialogue, character, genre,
and the different media. But the emphasis
is on how to tell a story – a well made plot.
Students will read and view widely, but the
academic side is not separate from the
working side. This module is to help
you write.
The other module in the first trimester
is a workshop in Writing Theatre and
Radio. This is delivered in three intensive
weekends. All of the time is devoted to
the students’ own work, and much of the
time we work on our feet. At the end of the
trimester each student finishes a 45 to
60 minute play or radio script, and a 3,000
word essay that explains the structure of
that script.
The second trimester, from February
to June, also has two modules. One
is Professional Skills, again over three
intensive weekends. All our experience is
that the ability to write alone is not enough
to make your way in the various industries
of theatre, television, film and radio. You
also need to be able to pitch, and to talk
intelligently and flexibly about your own
work and others’. One of our tutors facilitates
this module, and various industry
professionals come in for a day each
to inform, rehearse and challenge you.
The other module this trimester is
Workshop in Screenwriting, also over
three weekends. Here you write a script
for film or television. We pay particular
attention to genre, to the visual and time
requirements of the screen, and to writing
for particular markets. At the end of this
trimester each student finishes 50 to 60
minutes of TV, or a short film script, or
a treatment for a full-length film plus
at least 45 minutes of polished script.
The third trimester runs from June to
the end of September. Here there is only
one double module, the Final Script
Workshop. This is taught in workshop
sessions over two intensive weekends
and a single Saturday between June
and September.
In this module each student writes a
full length play, a full length film script,
or the equivalent in television or radio.
This script can be a development and
reworking of earlier pieces, but will often
be completely new work. At the end of
September students submit this script.
The final assessment is based on
three things. The most important is this
script. The second is a 3,000 word essay
explaining exactly where in the market
it is aimed and how it is shaped to fit that
niche. The third is a cold pitch for this script.
When we speak of the market, we are
thinking quite broadly. Some students
will want to write for Hollywood, British
independent films, soap operas, or theatre.
Others will want to write radio plays,
documentaries, puppet shows, theatre
in education, training videos or school
plays. The emphasis is, however, always
on getting your work to a produceable form.
All courses will be taught by intensive
workshops. Over the years we have found
this is far and away the most productive
way of teaching writing. It is particularly
suited to scriptwriting, which is very much
a social and collective art.
All of our tutors are writers working in
the industry. Among those working on
the course will be:
- Ursula Rani Sarma (Course Director)
writer for theatre, radio and screen
- Steve May who writes radio and novels
- Robin Mukherjee who writes theatre,
television and film
- Hattie Naylor who writes film, theatre,
radio and opera libretti
- Jonathan Neale who writes theatre,
radio and novels
Assessment is by coursework only.
In the first two trimesters work will be
assessed as work in progress. The final
submission will be examined on the script
(60%), and the essay on the market and the
pitch (40%).
Most students accepted onto the course
will have either a first degree or a thorough
professional training in acting, theatre,
television, or film. Some students, however,
will be accepted on the basis of equivalent
life experience. Applicants are asked to
submit one or two pieces of creative writing
with their application form, about twenty
pages in all. This can be part of a novel,
short stories, poems, or script. Do not
assume it has to be drama. Submit your
best work rather than your best script.
In the second semester we have visits
from several professionals in the industry.
Each conducts a one-day workshop with
students, outlining the industry and giving Studentprofile
them rigorous practice in pitching their
work. Typically, we will have an agent, a
TV producer, a radio producer, a theatre
director or literary manager, and a film
“In the third year of my undergraduate
script editor.
degree in Creative Writing with English
Language & Linguistics, I did a module in
screenwriting, which I particularly enjoyed.
I discovered that scriptwriting provided the
opportunity to be as creative as when writing
prose, yet within a specified structure.
I chose to do the MA in Scriptwriting to
learn more about this structure, and how
it operates across the different mediums
of theatre, radio, television and film.
I chose Bath Spa because the university
has excellent connections with practising
industry professionals. The course also
gives students the opportunity to write
scripts for all four mediums; theatre,
radio, television and film. Many of the
courses I looked at only focused on one
area, yet the reality is that most working
writers cross-over to different mediums.
Bath Spa has a great campus and
a very relaxed atmosphere in which to
study. The best thing about the course
is that the tutors are so helpful and
approachable. They are all working
writers themselves, so are able to provide
invaluable insights into how the industry
is operating now. The tutors also have a
lot of professional contacts in the fields
of writing, producing and directing, who
will visit the class to answer questions,
share their insights, and offer advice
based on their own experiences. The
course has given me a lot of confidence
in myself and my abilities, and my tutors
and fellow students have encouraged me
all the way.
Having an MA qualification in Scriptwriting
should show potential employers that
I have the dedication and determination
required to build a career in this highly
competitive field. The experience that
I have gained through editing and
formulating feedback on other students’
scripts will hopefully be advantageous
when applying for a job as a script reader
or script editor for a production company.”
MA Scriptwriting
Corsham Court
- One year full-time
from October
to September.
- Some students
may be accepted
to do the course
part- time over
two years.
Please see page
12 for full details.
AHRC Studentships
available – see page
12 for full details
- The course is
taught at our
Corsham Court
campus where
we are developing
capture and editing
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
Please contact
course director
Ursula Rani Sarma:
T: +44 (0)1225 876358
E: [email protected]
- We expect the
atmosphere on
the course to be
relaxed, playful,
supportive and
01 A basic film set
02 Theatre script in action
03 Hannah Willcock,
MA Scriptwriting 2010
The Master of Arts in Travel and Nature
Writing is designed for writers seeking
advanced skills in the growing field of creative
non-fiction inspired by the natural world and
contemporary journeying.
The course focuses on the application
of writing skills to match the requirements
of the travel and nature writing sector.
To this end, students will learn from
engagement, encounter, workshop,
tuition and mentoring; they will develop
their professional practice and produce
a portfolio of work to help establish their
careers in this highly competitive field.
This is a low residency course over
three semesters. It will normally
consist of three week-long residential
sessions, meeting visiting writers and
industry specialists; distance learning
modules designed to familiarise
participants with the standards, interests
and publishing requirements of the
sector; one-to-one tutorials and
mentoring providing the opportunity
to turn experience into well-crafted
writing of publication standard.
The course begins with an intense sixday residential session for induction,
introduction to distance learning, taught
modules and mentoring sessions. The
first two semesters involves writing
regular pieces which are critiqued by
tutors and peers. Through a business
and context module, students can explore
the ethics, history and development of a
particular area of travel or nature writing.
The second residency takes place in
January or February. Throughout the
course students will develop a portfolio
of their best work and a journal tracking
their submissions to publications; in this
they will be supported by a mentor. The
third residency will involve fieldwork,
normally outside the UK.
Face-to-face seminars during intensive
residency weeks, individual tutorials,
directed study in writing and rewriting,
online tutorials, Wikis, discussion boards,
tutorial and peer critiques. Students
will read extensively and are expected
to be familiar with the subject and its
contextual literature.
Bath Spa University can draw on the
experience of professional writers,
tutors and industry professionals
of the highest standard.
The course totals 180 credits: modules
in the first semester account for 30
credits, the second semester also
accounts for 30 credits, professional
practice develops through semesters
one and two accounting for 30 credits
and the portfolio amassed throughout all
three semesters accounts for 90 credits.
A first degree, a formal application,
samples of travel and/or nature
writing and interview.
The course is designed to introduce
students to the workings of various
travel and nature writing publishing
opportunities and prepare them for
the submission of their own work. It
will also equip them with the practical
and business skills to operate as
freelance writers.
01 Enjoying nature
02 Golden eagle
over mountains
03 Coin operated
binoculars on
Hill on top of Athens
city, Greece.
Master of Arts
(MA) in Travel and
Nature Writing
- Corsham
Court campus
- Distance learning
with residential
sessions or
- MA low residency
(one calendar year)
- Two residencies
in UK
- One residency
outside of UK
Please see page
12 for full details.
- Applied creative
experience, tuition
from industry
- Ideal for writers
inspired by the
natural world and
ambitious to
become published
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44(0)1225 875624
E: [email protected]
Please contact
course director
Dr Paul Evans:
T: +44(0)1225 875875
E: [email protected]
in 11 weekly three hour sessions on the
Corsham Court campus. The manuscript
is taught via one-to-one tutorials, working
with a tutor with particular knowledge of
your field of work. Throughout the course,
there will be special events to bring in
writers to discuss their work, plus literary
agents and editors with practical advice
on the publishing process. Our writer in
residence in 2011 was Marcus Sedgwick.
This course is taught by publishing writers
and depending on timetables will include:
This specialist creative
writing MA course
enlists the expertise
of our team of writerlecturers, five of
whom are currently
published in the field
of children’s writing. It
is supported by visiting
speakers from the
children’s publishing
world, including
agents, editors,
publishers and
Leading Children’s Literary Agent Jodie
Marsh (United Agents) offers an annual
prize for the ‘most promising writer for
young people’. We have an excellent track
record of graduates achieving publication.
Novels by Gill Lewis, Sam Gayton, Elen
Caldecott, Jim Carrington, Alex Diaz,
Marie-Louise Jensen, Sally Nicholls
and C.J. Skuse and picture books by Karen
Hughes have all been published in the last
five years. ‘Ways to Live Forever’ by Sally
Nicholls won the Waterstones Children’s
Book of the Year Award and the Glen
Dimplex New Writers Award 2008.
Marie-Louise Jensen and Elen Caldecott
were both shortlisted for the 2009
Waterstones Prize, and Elen was longlisted
for the Carnegie award for ‘How Kirsty
Jenkins Stole the Elephant’.
The course is for writers for children of all
ages, from the picture-book age through
to adolescent and ‘crossover’ writing which
aims at markets among adults as well as
young people. Though prose fiction is
likely to be the main area studied, students
will have the chance to look at writing in
all forms, including poetry, picture book
texts and non-fiction.
The course supports students to create
a significant body of writing, with practical
plans for its place in the real world of
publishing. It is based on the principle
that most writers learn and benefit from
working closely with their fellow writers,
in a disciplined supportive setting, and
with tutors who are practising and
published writers in their field.
In the first semester’s writing workshop
you will explore a variety of formats and
approaches, gaining a sense of the different
age-ranges and forms. This is also an
introduction to the writing workshop
experience which is the heart of the course.
In the second semester’s workshop you
will be asked to choose your area of writing,
and use the workshop’s feedback and
encouragement to explore it in more depth.
Full-time students take one writing
workshop in Semester One and one in
Semester Two. Part-time students take
one workshop each year.
Each full-time student takes one of these
in the first semester and one in the second
semester. The first semester’s context
module, Writing for Young People: Forms,
Ages and Stages, is concerned with the
writer’s relationship with their audience,
a sense of the history of and issues raised
by children’s writing. The second semester’s
module looks at Contemporary Children’s
Publishing, and aims to give a realistic
grasp of the choices open to new writers
in the field. Part-time students take one
of these modules in each year of study.
This is the development of a manuscript
as near to publishable quality as possible.
It is supported by tutorials with a manuscript
supervisor. It may be a novel, a book of
stories, a collection of poems or picture
book texts.
The course is modular and offered for full
and part-time study. Part-time students
take the same course over a two-year
period, taking one module each semester.
Students complete four taught modules
(two writing workshops and two context
modules) plus a manuscript (double
Modules are normally taught via
tutor-led writing workshops, organised
- Julia Green: her novels for young adults
include Blue Moon, Baby Blue and
Hunter’s Heart (Puffin), Breathing
Underwater and Drawing with Light
- Steve May: author of Dazzer Plays
On and One Chance (Egmont).
- Jonathan Neale: his novels for children
are Lost at Sea and Himalaya.
- Mimi Thebo: author of Wipe Out, Hit the
Road Jack, Get Real (Harper Collins);
Drawing Together (Walker).
- Steve Voake: his novels include The
Dreamwalker’s Child, The Web of Fire,
The Starlight Conspiracy, Blood Hunters,
Fightback and Dark Woods (Faber &
Faber), plus his Daisy Dawson and
Hooey Higgins series for younger
readers (Walker Books).
The assessed coursework for each Writing
Workshop is a folder of creative writing.
For the first Context Module the coursework
is an essay of approximately 2,500 words
and a folder of creative responses. The
second context module is assessed by a
portfolio of writing tasks connected to the
children’s publishing industry, including
two book proposals. The manuscript is
35,000–40,000 words, or the equivalent
in poetry or picture book texts.
We offer places on the basis of our
assessment of the student’s quality,
potential and commitment as a writer
and their ability to benefit from the course.
Normally, but not invariably, a student will
have a degree. Applicants will need to
submit a short piece of creative writing for
young people with their application form:
for example, six poems or two short
stories or not more than 20 pages of a novel.
Most of our students want a career
as a published children’s author,
and many have gone on to achieve
this. Others have found work in the
children’s publishing industry, or in
libraries, bookshops and teaching or
other work with young people.
MA Writing for
Young People
Please see page
12 for full details.
Corsham Court
AHRC Studentships
available – see page
12 for full details
- One year full-time
- Two years part-time
- Creative writing
MA specialising in
“I chose to do the MA in Writing for
Young People as I felt it would give me the
confidence to take myself seriously as a
writer and to confirm for me the areas of
writing to which my style was most suited.
Also, to help me find the self-discipline to
write regularly. It has done all this. The
course was also strongly recommended
to me by previous graduates.
I thoroughly enjoyed the friendly
atmosphere at Bath Spa and the rather
luxurious environment at Corsham Court
– peacocks included! I particularly liked
the way the workshops were run in an
atmosphere of supportiveness and
encouragement. We all very quickly became
much more astute critics of each other’s
work and also of our own work. I felt
very inspired by the opportunity to explore
published children’s literature and to
attempt writing for all ages – from picture
books for the very young to writing for
teenagers and young adults.
Since finishing the course I have secured
a three book deal with Orion Publishers
for my Opal Moonbaby stories – novels for
7–10 year olds. I am currently writing the
second of these books. Having the name
of the course on one’s CV is alone a big help
in opening doors. The course has given
me the ability to be critical of my work while
inspiring me with the confidence to believe
that I can write and get published too.
The course definitely lives up to its
reputation. If you’re serious about writing
and have a big idea, or maybe a few
half-finished projects stuffed in a drawer
somewhere, go to Bath Spa and refresh
your mind and your interest. Keep an open
mind and things may well flourish for you.
Not only will you be a better writer by the
end of the MA, you’ll also have the
opportunity to meet many published
writers, agents and editors and discover
all the ins and outs of the publishing world.”
01 Publications from staff and students
02 Children reading
03 Maudie Smith, MA Writing for Young People
writing for children
and young adults.
- Taught by
lecturers who
are all published
writers for children.
- Excellent links with
authors, agents and
publishers, and a
programme of
visiting speakers.
- Annual prize for
the ‘most promising
writing for young
people’ awarded
by a leading
literary agent
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
Please contact
course director
Julia Green:
T: +44 (0)1225 875693
E: [email protected]
disciplines (film– and theatre-makers,
dancers and choreographers etc.) as well
as musicians. The third trimester is
research-based, with students
undertaking an individual Major Project
which allows them to explore a chosen
area in depth.
This course is
intended primarily for
those with experience
of music technology
who wish to explore
the field in more
depth, or broaden
their experience in
interdisciplinary and
multimedia work.
It would also benefit those with a
general musical background who wish
to gain more experience working with
technology, and those with experience in
media-based technologies who wish to
focus on sound.
We take a creative and experimental
approach, whilst remaining non genrespecific. The course spans a wide variety
of styles and approaches, and will be of
interest to those involved in such areas
as electro-acoustic/acousmatic music,
soundscape, acoustic ecology, computer
music, sound/sonic art, electronica,
visual music and audiovisual work.
The emphasis of the course is largely
practical, giving students the opportunity
to produce a substantial body of creative
work over the duration of the course.
Students engage with a wide variety of
technical and creative skills – these range
from classic techniques derived from areas
such as musique concrete and visual music
to more contemporary practice, and include
advanced skills such as software
development using Max/ MSP/Jitter and
multimedia skills. The course will also
include a grounding in postgraduate-level
research methodology, and opportunities
to collaborate with other musicians,
performers and media practitioners.
The multimedia aspects of the course
are optional. Students can choose at what
depth to engage with this area, or indeed
to focus entirely on sound. In the first
trimester there is an opportunity to take
on multimedia-based skills as part of the
Skills Portfolio module, while the optional
Visual Music module will give further
opportunities to specialise in this area
in trimester 2.
This module is offered to allow students
to garner any technical and creative skills
they will need for the rest of the course.
It is recognised that students at this level
will already have a strong skill-set, but also
that they may have areas they wish to
strengthen, or indeed areas they have not
previously engaged with. Students will be
offered a selection of skills-based ‘boltons’ – small, self-contained bespoke
practical projects based around particular
technical (in the broadest sense) skills.
The skills on offer will cover a broad range
of sound and media skills. This will provide
an opportunity for students from different
backgrounds to reach a parity in terms of
skill set, and will also provide a progression
In full-time mode, the course runs over
three trimesters, September to September.
The first trimester gives a thorough
grounding in research methodology in the
Context and Methodology module, and the
Skills Portfolio module offers a toolkit of
optional skills-based projects designed
to allow students to improve on specific
technical and creative skills as required.
The second trimester offers a choice;
where students can opt to explore sound
within a multimedia context in the Visual
Music module, or to take the Electroacoustic
Composition Techniques module which
focuses purely on audio work. All students
will take the Collaborative and
Interdisciplinary Practice module, which
gives an opportunity to work with peers
and across subject boundaries, with the
possibility of working with other creative
from undergraduate-level project work to
the sort of projects that will be undertaken
in Semesters 2 and 3. Students will choose
three from a wide selection of such projects.
In each case, the student will undertake a
small practical project and also submit an
evaluative log of the technology concerned.
This module is intended to fulfil the
requirements of a research methodology
module. However, since a large part of
the this programme is practice-based,
and the methodology for this aspect of
students’ work will be covered by other
modules in the programme, it is intended
to combine a study of research methodology
with a study of context in terms of the
student’s own practice – specifically of
a set of paradigms that characterise the
field’s current, creative boundaries. The
primary teaching method for this module
will be a weekly lecture/seminar, with
some tutorial sessions that focus on
pathway specialism. The assessment
item will be a 5000–word topic review,
demonstrating an understanding of the
methodologies covered by the module
and an awareness of the contextual
siting of the student’s own practice.
This module will centre around a weekly
seminar series. Each seminar will look at
a set of techniques and their application
within a creative framework. These will
range from classic techniques derived
from the fields of Musique Concrete,
Elektronische Musik and Computer Music
to contemporary techniques from areas
such as Acousmatic Art, Soundscape,
Microsound and Electronica, as well as
incorporating elements of performance
practice where relevant. Students will
produce a portfolio of creative practical
work exploring these techniques, as well
as a self-evaluative written assignment
which will explore the application of these
techniques to their individual practice.
A weekly seminar series will explore the
history of visual music, from pre-cinema
artists such as Kandinsky and Klee, through
Early Abstract Cinema pioneers such as
Max Richter, Viking Eggeling and Oskar
Fischinger, to the modernist, fluxus and
underground artists of the 60s and 70s
(the Whitney Brothers, Mark Boyle, Glenn
McKay, Nam June Paik etc.). It will also
cover contemporary artists such as
Kurt Ralske, Jeremy Goldstein and Scott
Pagano, as well as more commercial
practitioners such as Chris Cunningham,
Alex Rutterford and the Pleix and Shynola
collectives, and new media creatives. This
seminar series will be informed by a range
of high-level practical input in areas such
as video editing, animation, motion graphics
and interactivity. Students will produce a
portfolio of creative and practical work
exploring the concepts and skills explored
by the module, and a selective topic review
further exploring some of the areas
covered by the seminar series.
This module encourages students to
collaborate, with students on the Creative
Sound and Media Technology course, with
students taking our other MMus courses,
or indeed with creative individuals outside
of the course. It allows students who are
so inclined to look beyond their core
discipline and undertake interdisciplinary
projects, but can also provide an opportunity
to work in new ways within their core
discipline through collaborative practice.
Delivery will centre around small-group
seminars (focused on particular interest
areas), and assessment will be based on
a portfolio of creative work and a selfevaluation/collaborative process document.
This double module represents the
culmination of the MMus, and a chance
for students to work in a research-oriented
environment dependent largely on personal
direction and working methods. Students
will use the skills acquired in their
undergraduate work and the first two
trimesters to produce a substantial portfolio
of practical creative work. The exact nature
of this work is to be negotiated with the
module leader, but it must represent the
quantity of work required by a double
module. The practical portfolio will be
supported by a dissertation of 5–8000 words.
It is envisaged that this dissertation will be
used to contextualise the practical work in
terms of existing ‘repertoire’ and current
practice, and to discuss any issues raised
through the creative process. The module
will be largely student-led, with most of
the work centred around individual practice.
Students will receive tutorial support at
the beginning and end of the module.
Modules are normally taught via lectures,
seminars and practical workshops. The
Major Project is research-based and
student-led, with supporting tutorials.
Visiting speakers and other activities
are arranged as appropriate. You are
encouraged to make full use of library
and IT resources within the University,
and ample time will be scheduled in
studios and workstation labs for
independent study.
Assessment takes the form of individual
assignments for each module. These
generally consist of a portfolio of practical
work with supporting written documents.
Context and Methodology and the Major
Project involve small-scale dissertations.
We offer places on the basis of our
assessment of the student’s quality,
potential and commitment, and their
ability to benefit from the course. Normally, PatrickDunn,MMusCreative
but not invariably, a student will have a
first degree. Applications are invited from
candidates with a range of academic
“Before starting this course I was
disciplines and from a variety of national
working as a learning technology
backgrounds. Applicants should submit a consultant and completing
portfolio with their application, comprising independent e-learning. Bath Spa
no more than three pieces of representative is my local university and I chose
work. The form of this portfolio will depend to do this course as it has a very
on the music you make: we are happy to good reputation and I was impressed
receive CDs, DVDs, scores, documentation by the Course Director. The course
of performances or installations, or online has a slightly unusual profile with a
material as appropriate.
diverse and esoteric mix of subjects
and areas, with an emphasis on creativity
rather than engineering. I particularly
Potential career destinations include:
liked the focus on independent study,
- Composition
coupled with the enthusiasm and
- Composition for media
competence of the tutors. There is
- Other media work (web, games etc.)
also a good mix of students, and as a
- Studio engineering/production
thoroughly mature student just being
- Programming
with younger people who are learning
things is incredibly exciting. I think in
general this course is as much about
the increased sense of confidence and
competence as providing new skills.
I would advise anyone considering
this course to achieve a good level
01–03Music technology in action
of technical competence in music
04 Former student Tom Harrison performing
technology skills and approach
at the Watershed Media Centre in Bristol
it with a very open mind."
05–07Control Room 1 in our MusicLab studio complex
- Master of Music
(MMus) Creative
Sound and Media
- Postgraduate
Diploma (PG Dip)
Creative Sound and
Media Technology
- Postgraduate
Certificate (PG Cert)
Creative Sound and
Media Technology
Newton Park campus
- A creative course,
for musicians
rather than
- Options to work in
visual media as well
as pure audio
- Opportunities to
collaborate with a
wide variety of other
musicians and
- Professional-level
including our new
MusicLab studios
- MMus full-time:
three trimesters
(one calendar year)
- MMus part-time:
six trimesters (two
calendar years)
- PG Dip full-time:
two trimesters (one
academic year)
- PG Dip part-time:
four trimesters
- PG Cert full-time:
one trimester
- PG Cert part-time:
two trimesters
Application forms
are available on the
website and for any
admissions enquires
please contact:
T: +44 (0)1225 875624
E: [email protected]
Please see page
12 for full details.
Please contact
course director
Dr Joseph Hyde:
T: +44(0)1225 875640
E: [email protected]
This course is aimed at performers with a
strong interest in live or recorded performance
in jazz or classical styles, wishing to develop
and extend their repertoire and experience.
There is an emphasis on developing
high-level solo performance skills
alongside ensemble and collaborative
activities. As with the other MMus pathways,
there are modules which involve producing
a collaborative project, developing research
skills and academic writing, and a final
project, which will normally culminate in
a public performance.
01 Orchestral practice
02 On the way to rehearsal
In full-time mode, the course runs over
three trimesters, October to October.
The first trimester gives a thorough
grounding in research methodology in
the Context and Methodology module,
while Performance 1 is designed to
develop your performance skills and
technique, and to extend your repertoire.
Your development as a performer is
supported by regular one-to-one lessons
with a specialist teacher.
The second trimester further extends
your development as a performer. The
performance module develops skills and
repertoire whilst also furthering your
understanding of performance history
and practice. All students also take the
Collaborative and Interdisciplinary
Practice module, which gives you an
opportunity to work with peers and across
subject boundaries, as well as to take part
in ensemble activities of different kinds.
The third trimester is research-based,
with students undertaking an individual
Major Project which allows them to explore
a chosen area in depth.
The course may also be taken
part-time over two years. In this case,
the first year comprises Performance 1,
followed by Collaborative and
Interdisciplinary Practice. The second
year comprises Context and Methodology
and Performance 2, and concludes with
the Major Project over the summer. We
welcome applications for part-time study,
and anticipate grouping teaching on a
single day each week to facilitate this.
This module gives you an opportunity
to develop your performance skills and
technique, and to extend your repertoire.
Your development is supported by regular
one-to-one lessons with a specialist teacher.
The module is assessed through a recital
on your instrument or voice and through
a reflective commentary on your process.
This module is intended to fulfil the
requirements of a research methodology
module. However, since a large part of the
this programme is practice-based, and
the methodology for this aspect of students’
work is covered by other modules in the
programme, it is intended to combine
a study of research methodology with a
study of context in terms of the student’s
own practice – specifically of a set of
paradigms that characterise the field’s
current, creative boundaries. The
primary teaching method for this module
is a weekly lecture/seminar, with some
tutorial sessions that focus on pathway
specialism. The assessment item will be
a 5000-word topic review, demonstrating
an understanding of the methodologies
covered by the module and an awareness
of the contextual siting of the student’s
own practice.
This module is designed to extend your
performing skills and repertoire as well
as to explore performance practice and
performance history. Through a weekly
seminar, you are introduced to a wide
range of performance-related issues
and techniques, which will extend and
enhance your current practice. In the
seminars you analyse repertoire, recorded
and live performances, there is set reading
and listening, group discussion and
presentation of research and performance.
Students also explore strategies for
marketing themselves in this module.
The module is assessed through reflective
writing and through a lecture recital.
This module encourages students to
collaborate, with students on the Creative
Sound and Media Technology course, with
students taking our other MMus courses,
or indeed with creative individuals outside
of the course. It allows students who
are so inclined to look beyond their core
discipline and undertake interdisciplinary
projects, but can also provide an opportunity
to work in new ways within their core
discipline through collaborative practice.
Delivery centres around small-group
seminars (focused on particular interest
areas), and assessment is based on
a portfolio of creative work and a selfevaluation/collaborative process document.
This double module represents the
culmination of the MMus, and a chance
for students to work in a research-oriented
environment dependent largely on personal
direction and working methods. Students
use the skills acquired in their undergraduate
work and the first two trimesters to produce
a substantial portfolio of practical creative
work. The exact nature of this work is to
be negotiated with the module leader, but
it must represent the quantity of work
required by a double module. The practical
portfolio is supported by a dissertation of
5–8000 words. This dissertation is used to
contextualise the practical work in terms
of existing ‘repertoire’ and current practice,
and to discuss any issues raised through
the creative process. The module will
be largely student-led, with most of the
work centred around individual practice.
Students receive tutorial support at the
beginning and end of the module.
Modules are normally taught via
one-to-one lessons, seminars and practical
workshops, supported by individual tutorials
and online activity within the university’s
Virtual Learning Environment. The Major
Project is research-based and studentled, with supporting tutorials. Visiting
speakers, masterclasses and other activities
are arranged as appropriate. You are
encouraged to make full use of library
and IT resources in the University, and
ample time will be scheduled in studios
and workstation labs for independent
study, as appropriate. In addition to the
facilities available on the Newton Park
campus, including the Michael Tippett
Centre, we have access to the University’s
Corsham Court centre.
Performers are encouraged to
collaborate with each other and with
other students from the School of Music
and Performing Arts (whether in music
or in other disciplines). Students are also
required to participate in two ensembles
of their choice within the Department
of Music.
The Music Department currently
runs a wide range of ensemble activity,
all of which will be relevant to MMus
Performance students. Such ensembles
include those in the western classical
tradition (such as orchestra and Georgian
Band) and jazz (BB1 and BB2) as well
as in other areas (such as Gamelan and
experimental music). BSU Music
Department has developed close links
with high-profile promoters of live music
(including Bath International Music Festival,
Bath Philharmonia, Bath Mozart Fest,
Pump Room Series, Iford Arts) and
these links will enable some significant
performance-related opportunities for
MMus Performance students.
MMus Performance is led by Dr Charles
Wiffen and Professor Roger Heaton. Roger
is a renowned clarinettist and conductor
and performs throughout Europe as
a soloist. He has played with the Arditti,
Kreutzer and Smith String Quartets, and
was a member of the London Sinfonietta
and Ensemble Modern. He plays with the
Gavin Bryars Ensemble, with whom he
records regularly for CD and radio. He was
Music Director and conductor of Rambert
Dance Company, 1988–93, and Clarinet
Professor at the Darmstadt Ferienkurse
für Neue Musik, 1982–94.
Charles Wiffen has performed
extensively in Great Britain, Europe,
North America, Israel, China, Japan
and Southern Africa. Recent festival
appearances have included the BBC
Proms as well as numerous other
festivals. He is a member of the London
Archduke Trio and Contemporary Consort.
Charles has taught at the Royal College
of Music and at Trinity College of Music.
Students may explore areas of their
own interest, which may relate to staff
specialisms such as contemporary
clarinet, early music and music of the
Georgian period and romantic and early
twentieth-century music.
Students will also benefit from
the involvement of the many vocal and
instrumental teachers from the Music
Department as well as from a wellestablished masterclass programme.
Recent visitors have included Dame
Emma Kirkby (voice), Isobel Buchanan
(voice), Stefano Parrino (flute), Badke
Quartet (strings), Florian Uhlig (piano),
Professor Colin Lawson (clarinet), Andy
Sheppard (saxophone), Ensemble Bash
(percussion) and Madeleine Mitchell (violin).
This culture of high-level performance
will be relevant and attractive to potential
MMus (Performance) students.
Assessment takes the form of individual
assignments for each module. These
generally consist of a portfolio of practical
work with supporting written documents
Context and Methodology and the Major
Project also involve small-scale dissertations.
We offer places on the basis of our
assessment of the student’s quality,
potential and commitment, and their
ability to benefit from the course. Normally,
but not invariably, a student will have a first
degree. Applications are invited from
candidates with a range of academic
disciplines and from a variety of national
backgrounds. Applicants should submit
a DVD recording with their application,
comprising two contrasting works.
Applicants should also submit an example
of written work, particularly where this
relates to their own practice, focusing
on technical and/or aesthetic concerns.
- Master of Music
(MMus) in
- Postgraduate
Diploma (PG Dip)
- Postgraduate
Certificate (PG Cert)
- Instrumental/vocal
- Vibrant music
department with
a wide range of
ensemble activities
- Staff who are highly
Newton Park campus
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
Please see page
12 for full details.
- MMus full-time:
three trimesters
(one calendar year)
- MMus part-time:
six trimesters (two
calendar years)
- PG Dip full-time:
two trimesters (one
academic year)
- PG Dip part-time:
four trimesters
- PG Cert full-time:
one trimester
- PG Cert part-time:
two trimesters
Please contact
course director
Professor Roger
T: +44(0)1225 875628
E: [email protected]
This is the world’s first and only Master’s Degree in Songwriting.
of your own work
- To provide opportunities for you to
discuss current developments in
songwriting with songwriters, producers
and publishers
- To encourage you to develop re-writing
and collaborative songwriting skills
- To help you to develop technical skills
relevant to songwriting practice
- To develop your academic writing skills
at ‘M’ level
- To guide you in planning and recording
a portfolio of high-quality songs
This module aims to enable students
to develop critical thinking skills in
relation to songwriting and to use
practical songwriting and reflective
writing skills to interpret, assimilate and
evaluate the critique of others.
This module aims to enable students
to gain knowledge and understanding
of strategies used in popular songwriting
and to develop the ability to place original
songs within the context of that knowledge
and understanding.
Offered in both attendance-based and
distance learning formats, it is aimed
at unpublished songwriters wishing to
develop their craft to a professional
level, or published songwriters wishing
to achieve academic accreditation and
continue to improve creatively.
The course, which is based at Corsham
Court will help you to develop a range of
critical, practical, communicative, industrial
and research-based skills. During the
programme you will learn to:
- Comment critically upon your own and
others’ material
- Examine the musicological roots of
your craft
- Consider the commercial value of your
songs in the marketplace
- Rewrite and collaborate
- Conduct academic research
- Develop technical skills
- Create a professional-standard portfolio
of your work
The course is available on either a fulltime (typically one year); part-time
(typically two year); or distance learning
basis. The academic year is 12 months
long and comprises three semesters:
October–January; February–June; and
June–October. Taught sessions are
held during the daytime. Professional
songwriters, music publishers and others
involved in the songwriting industry visit
regularly to teach, host Q and A sessions
and give masterclasses.
We offer a low-residency ‘distance learning’
version of MMus Songwriting that will be
open to both UK and overseas applicants.
Initially, students spend an induction week
at our Corsham Court Campus (in midSeptember) performing and writing songs,
getting to know tutors, and working with
other students.
During the induction week tutors
host a series of lectures and seminars
that serve to introduce you to the themes
of the programme. From then onwards the
course is delivered using a range of tutor
and student-led e-learning methods.
Like the on-site version, the ‘distance
learning’ option will be available on either
a full-time study (one year) or part-time
study (two year) basis and course fees are
identical. Similarly, the course aims:
- To enable you to write and record songs
to a professional level
- To develop critical awareness relating
to your own songs and others’
- To develop your ability to perform/
present your songs
- To inform you of historical and
musicological developments in
- To enhance your understanding of
the market value (and artistic value)
This module encourages students
to collaborate with each other on the
Songwriting pathway, with students on
the Creative Sound and Media Technology
pathway, with students taking our other
MMus pathways, or indeed with creative
individuals outside of the course. It allows
students who are so inclined to look beyond
their core discipline and undertake
interdisciplinary projects, but can also
provide an opportunity to work in new
ways within their core discipline through
collaborative practice. Delivery centres
upon small-group seminars (focused on
particular interest areas), and assessment
is based on a portfolio of creative work
and a self-evaluation/collaborative
process document.
This module is intended to fulfil the
requirements of a research methodology
module. However, since a large part of
the programme is practice-based, and the
methodology for this aspect of students’
work is covered by other modules in the
programme, it is intended to combine a
study of research methodology with a
study of context in terms of the student’s
own practice – specifically of a set of
paradigms that characterise the field’s
current, creative and industrial boundaries.
This double module represents the
culmination of the MMus, and a chance
for students to work in a researchoriented environment dependent largely
on personal direction and working methods.
Students use the skills acquired in their
undergraduate work and the first two
trimesters to produce a substantial portfolio
of practical creative work. The exact nature
of this work is to be negotiated with the
module leader, but it must represent the
quantity of work required by a double module.
Seeking to establish interdependence of
enquiry, the module will be largely studentled, with most of the work centred upon
individual practice.
Bath Spa’s approach to the teaching of
songwriting combines analysis of existing
repertoire with a focus on song crafting
technique and students are encouraged to
develop by writing new songs throughout
the course. Lectures, seminars and tutorials
combine to offer a range of expert and peer
critique that seeks to enable the student
to examine original and known works in
a range of critical and technical contexts.
The curriculum is supported by a Virtual
Learning Environment, so course materials
can be accessed from any web link.
may choose to work as a songwriter or
in a related field such as music publishing.
Others may use the critical skills they have
acquired to work elsewhere in the music
industry, perhaps for a record label or as
a music journalist.
Upon graduation from the programme,
it is the aim of course tutors that students
will have acquired the core problem-solving,
analytical and critical skills needed to adapt
to the changeable and unpredictable work
environment of the twenty-first century.
The University’s Corsham Court Centre
has been established with an emphasis
on postgraduate study, offering the space
and incentive to write within a community
of inspirational and imaginative artists.
All instructors at Bath Spa University
are practising professionals and have
multi-platinum selling status, representing
almost every genre of popular music.
While our studio facilities are designed
to enable the capture of high quality
recordings, in keeping with contemporary
songwriting industry practice it is anticipated
that learners will become self-sufficient
in the sense that, following completion of
the course, they will be able to repeat the
core processes of writing, planning and
recording without incurring recording studio
expenses. To enable mastery of the home
recording process, students have access,
on a first come first served basis, to laptop
based ‘notepad’ setups and industrystandard plug-ins (Stylus, MachFive,
BFD, Trilogy, Waves etc) throughout
their studies. Our facilities include:
- Four dedicated songwriting rooms,
each including Apple Macs running
Pro Tools, Garageband and Logic Studio.
- Dedicated performance venue, plus
lighting and PA system.
- Lecture facilities.
- Selection of instruments and microphones.
- Acoustic piano and electronic keyboards.
Assessment takes the form of individual
assignments for each module. Typical
assessments include audio CD,
presentation, essay, and evaluative
account. Assessment is continuous
and there are no written exams.
We offer places on the basis of the student’s
experience, potential and commitment as
a songwriter. Normally, but not invariably,
applicants will have a first degree (or
equivalent music industry experience) plus
a substantial body of recorded work, equal
to that which would be obtained as part of
a related undergraduate course. Applicants
should submit a portfolio of work with their
application comprising a four-track CD
of original songs with lyrics in the English
language accompanied by printed A4 lyric
sheets. Applications are invited from
candidates with a range of academic
disciplines and from a variety of national
backgrounds. Where an applicant does
not have a degree, he or she is required to
complete an APEL (Accreditation of Prior
Learning Experience) form.
MMus Songwriting is designed to enable
students to develop a broad range of
intellectual, practical and transferable
skills. Given the practical nature of the
course, it is envisaged that graduates
Current MMus Songwriting student,
Chris Turpin, is a songwriter and musician
published by Kassner Music Publishing,
home to Ray Davies amongst others. Chris’
band, Kill It Kid, are signed to One Little
Indian Records and their eponymous debut
album has been released to universal critical
acclaim in the music press. Labelled
‘an outstanding British record’ by Clash
magazine and ‘Impressive stuff’ by
the NME who awarded it 9/10 and 8/10
respectively, Chris’ songs blend delta blues
and roots to striking effect, producing
blistering, unapologetic rock ‘n’ roll one
moment and a smoky film-noir ambience
the next.
Court campus
of its type in the
world, the MMus
Songwriting offers
a unique programme
of study.
- Strong links with
music industry
bodies and
- MMus full-time:
three trimesters
(one calendar year)
- MMus part-time:
six trimesters (two
calendar years)
- Also available
as a distance
learning route
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
Master of Music
(MMus) Songwriting
Please see page
12 for full details.
AHRC Studentships
available – see page
12 for full details
- Taught by published
- Bath Spa has
pioneered the
teaching of
- As the only course
For further
please contact:
Richard J. Parfitt
T: +44 (0)1225 876521
E: [email protected]
Distance Learning:
T: +44 (0)1225 876199
E: [email protected]
01 Rehersal
02 Songwriting in action
03 Chris Turpin, MMus
Songwriting 2010–12
The MA/MFA in Performing Shakespeare is
designed to appeal to students interested in
the performance of Shakespeare and studying
the original and contemporary practices of
Shakespeare’s theatre. The course is unique
in that it is delivered with a practice-based
research model in mind. You learn by ‘doing’
and reflect on your developing practice. You
can also tailor your experience to your own
interests and needs.
You choose either an MA or MFA degree
pathway. The MA pathway is designed
for students interested in submitting
a traditional research-led dissertation,
whereas the MFA pathway is designed
for students seeking a practice-based
dissertation project. Regardless of
which pathway you choose, you will
benefit from a wide range of opportunities
to work with industry specialists, resident
scholars, and educational opportunities
with professional companies such as
Shakespeare’s Globe Theatre and the
Royal Shakespeare Company.
The course allows more flexibility
for international and mature students
than other courses in the sector. It also
benefits from Bath Spa University’s unique
location – a beautiful rural setting that
is historically significant (only minutes
away from the ancient city of Bath) and
its proximity to London, Bristol and
Stratford Upon Avon.
The MA/MFA in Performing Shakespeare
introduces you to the historic and
contemporary practices of performing
Shakespeare. Students of both pathways
share most of the modules, skills classes,
performance and production work,
workshops and off-site experiences;
the distinction between the two degrees is
made through your choice of dissertation
outcome. MA students are required to
submit a written dissertation and MFA
students to submit a performance
project and supporting portfolio.
This course gives you the opportunity
to creatively apply Shakespeare
performance practices to your own work
and ideas, and will aid in developing your
autonomous and collaborative learning
and performance skills. You are also able
to explore Shakespeare in depth through
a variety of research methods and are
given the support and freedom to build
upon your practice and research profile
by completing a dissertation or developing
a Shakespeare project from start to finish.
This course is valuable for actors, directors,
teachers, scholars or other future
Shakespeare enthusiasts and equips you
with the knowledge, skills and experience
to pursue a professional career in the study
and/or practice of performing Shakespeare.
Most of the contact hours and
foundational skills classes, workshops,
seminars, directed productions/
performances and lectures take place
in the first trimester (usually October –
February) and these classes are likely to
be scheduled in afternoon-late evening
hour slots (depending on each specialist’s
availability). The second trimester
(beginning about mid February) usually
begins with a visit to Shakespeare’s Globe
Theatre (which could be for up to a week
away in London) and/or the RSC and
Stratford Upon Avon (possibly several days).
You will find after these off-site visits (at
about March) that most of your work will
be independent and via the VLE (Virtual
Learning Environment), leading into your
final dissertation work; which can be
produced independently and remotely
should you wish. It is suggested that you
prepare to be resident in Bath from
October until March (depending on course
scheduling) but that there will be more
flexibility in your schedules as the course
moves through each trimester leading to
your dissertation.
This module is a highly practical module
in which you will learn a wide range of
performance skills taught by Bath Spa
and external specialists in the industry.
Foundational performance skills will be
taught such as acting, directing, staging
and voice. In addition, other technical
skills may be taught including Clowning
and Fooling, Stage Combat, Movement
and Music. The module is taught through
mostly workshops and seminars, and
assessments may include presentations,
performances and productions (directed
and self-directed).
This module covers the theoretical,
historical and practical research of
Shakespeare’s Theatre in classic and
contemporary contexts. The module
includes specialist lectures and offsite visits with Shakespeare’s Globe
Theatre and the RSC. You will engage
in independent study on topics introduced
through the Virtual Learning Environment
(VLE) and assessments may include
performance projects, research
assignments, literature reviews,
performance reviews, and assignments
tied to your learning experience.
In this module you choose one of two
degree pathways leading to either an
MA or MFA degree. Students taking the
MA pathway identify and undertake a
research thesis topic that culminates
in a 12,000 word dissertation. Students
taking the MFA pathway undertake a
major professional quality performance
project and submit a practical portfolio.
Tutorials to prepare for this thesis module
are conducted in the second trimester. In
this module you engage in independent
study/practice in order to develop your
autonomous research and/or professional
practice. You are further supported through
tutorials, meetings and the VLE.
demonstrate your foundational skills and
knowledge through an audition, interview
or both. Overseas students may be asked
to send a recorded audition and the
interview may be conducted over the
telephone or via Skype.
Students accepted onto the
programme are expected to work
often in teams and in collaboration with
students, staff, researchers, and industry
professionals and therefore personal
profiles and recommendations will be
strongly considered.
This course is subject to final
approval (at the time of printing)
for the latest information
The degree is delivered through a variety
of workshops, lectures, seminars, master
classes, off-site visits, performance and
production work, and through the VLE.
You will benefit from working and learning
with an ever-expanding list of lecturers,
specialists, artists and guest scholars.
You also have access to a variety of
resources including performance studios
and spaces such as the University Theatre,
Burdall’s Yard and Corsham Court. Further
departmental links with the Theatre Royal
Bath, the Rondo Theatre, the egg, The
Ustinov, the Tobacco Factory, Circomedia,
The Scoop @More London, and the Salisbury
Playhouse may also prove fruitful for
students on this course.
- Dr Terri Power (Course Director)
– Performing and Staging Shakespeare
- Dr. Matthew Spring, Elizabethan Music
- Mark Langley, Voice Specialist
- Gordon Kemp, Stage Combat
- Pat Welsh, Comedy Specialist
- Dr Laura Purcell Gates,
Movement Specialist
- And guest lecturers and artists
Students completing the degree will be
qualified to enter the industry in a wide
range of jobs. MA graduates, for example,
may elect to continue their academic
scholarship and enrol in Doctoral or
MPhil programmes at Bath Spa or
elsewhere. MFA graduates may find
employment opportunities as actors,
directors, designers, producers, teachers,
arts managers, company directors, etc.
Employment opportunities will be as
varied as the students and their interests.
Assessments is varied and include essays,
literature reviews, written documentation
of work, presentations, portfolios, leading
workshops, performances, written
evaluations, reviews, rehearsal and
practice blogs, written dissertations,
practical dissertation projects, critical
play reviews, and similar models
of assessing skills and learning.
You will have a proven academic and
professional profile. You should have
a good first degree and some knowledge
and experience of theatre, acting and
Shakespeare. You will be asked to
MA in Performing
MFA in Performing
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
Newton Park
Full-time (one year)
Part-time (two years)
Please contact
course director
Dr Terri Power
T: +44 (0)1225 875711
E: [email protected]
Please see page
12 for full details.
- Practice-based
- Staff who are
highly regarded
- Unique flexible
delivery model
- Excellent links
with industry
01 Taming of the Shrew at the Scoop at More London
02 Students Sword-fighting
03 Shrew at the Bath Comedy Festival
04 A Speech Workshop
05 On tour in Devon
06 Inside Shakespeare’s Globe Theatre
06 Stage practice at Shakespeare’s Globe Theatre
MA Theatre for
Young Audiences
Various Bath
Spa locations
Full-time (one year)
Part-time (two years)
Please see page
12 for full details.
- Collaboration with
the egg, one of the
country’s leading
providers of theatre
for young audiences
- Practical alongside
contextual study,
with culmination
in showcase in
conjunction with
the egg
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
The MA in Theatre for Young Audiences
(TYA) is a multi-disciplinary programme
designed for entrepreneurial theatre makers
and practitioners including actors, directors,
scriptwriters, producers, scenographers and
others with a relevant background in theatre
and performance.
arts for young people, including
workshop facilitation and experiential
learning paradigms
- The performance field through
examination of the work of key
companies and playwrights
- The role of digital technologies and
traditional scenography in the creative
process and product
- The arts business, associated funding
models and market infrastructure in
which the work is situated.
a combination of methods including
residencies, master classes, workshops,
seminars and online resources. As the
course uses the egg as its centre of
operations, the delivery pattern will
also incorporate and use the ongoing
programme of activity at the egg. At the
close of the academic year the course
aims to present a showcase of work in
conjunction with the egg, to include
touring performance, new writing and
other work.
Storytelling, new writing and visual theatre,
including puppetry, are a particular focus
of the course. Applicants will also have a
desire to learn more about the structures
of creative enterprise and business
that surround this burgeoning field of
performance making.
The course intends to foster an
intensively collaborative experience situated
at Theatre Royal Bath’s the egg, one of the
country’s leading providers of theatre and
related practice in the field of Theatre for
Young Audiences.
Modules will include:
Assessment methods will include both
written and practical work, including a
final showcase presentation in
conjunction with the egg.
Crucial to your experience of this new
course is the use of the egg as the base
of practice. You will be given the opportunity
to immerse yourself in the operational life
of one of the most innovative venues for
TYA in the country: the egg “is a fantastic
theatre that offers some of the best
work for children and family audiences”
(Lyn Gardener – The Guardian).
Coupled with the considerable
resources of the Department of Performing
Arts, this unique environment will give you
the opportunity to work with others within
your chosen specialism to create a new
piece of theatre for young audiences.
This creative journey will be informed
and underpinned by you gaining a
practical, critical and analytical
understanding of:
- Practical methodologies and processes
for creating theatre and storytelling for
young audiences
- Educational pedagogy in the creative
- Theatre for Young Audiences:
Content and Context
- Methodologies and Processes
- Design and Aesthetics
- Creating and Communicating
Stories for Young People
- Professional Product and Portfolio
The MA Theatre for Young Audiences
will consist of four 30-credit modules
and one 60-credit module (180 credits)
delivered over three trimesters. This
totals a 12-month period of study for
full-time students and a 24-month
period of study for part-time students.
This MA will be delivered through
Normally, but not exclusively, an applicant
will have a good first degree (2:1 or above).
This may be in an area related to the creative
industries. However, it is acknowledged
that background career paths of applicants
may be diverse. In fostering an ethos of
interdisciplinary creativity and collaboration
on the programme, we would welcome
candidates who have arrived at this career
choice through alternate pathways. In all
applications, we will assess the application
on the basis of Accreditation of Prior
Experiential Learning (APEL) where
Please contact
course leader Dr
Laura Purcell Gates:
T: +44 (0)1225 876246
E: [email protected]
01 A child at the theatre
appropriate, the interview and/or application
form and the portfolio of work presented.
As this course is based in partnership with
the egg, a venue specialising in theatre for
young audiences, the programme creates
opportunity for sustainable career
development to occur in three main areas:
- By designing the learning environment
as entrepreneurial, work-based and
collaborative, you will establish
connections with wide industry
and field-specific networks.
- By branding final products as being
developed in partnership with the egg,
you will have a product and/or portfolio
with market value and longevity.
- The final showcase of work is used as a
launch platform to attract commission
and further contacts.
This course is subject to final
approval (at the time of printing)
for the latest information
Welcome to the MA in Business and
Management with specialist pathways in
Marketing and Creating and Developing Your
Business. This exciting new programme is
specifically designed to help you to develop
your knowledge and understanding of business
and management and be able to implement
this effectively across a wide range of complex
business-based scenarios.
You will engage in the advanced
study of a diverse range of organisations
and the rapidly changing environments
in which they operate both nationally and
internationally. You will enhance both your
academic research skills and the practical
management skills that you will need
in order to manage human resources,
complex organisational systems and the
challenging issues affecting business in a
rigorous, pragmatic and effective manner.
The Master’s degree is offered in a modular
format offering participants the greatest
choice in tailoring their final degree content
to match their academic interest and
future career development.
Participants take a mix of taught
modules in the first two trimesters (120
credits) and complete a dissertation/
research project (15,000–20,000 words)
in the third trimester (60 credits). To achieve
the MA you will need to complete 180
credits in total.
For those whose previous
undergraduate study has been in an
unrelated discipline, the programme
will provide you with the skills and
knowledge that you will need to gain a
broad understanding of the complexities
associated within modern day organisations
and their effective management. It will
prepare you to feel confident and assured
in your own capacity to analyse complex
issues and situations and to be able to
manage yourself and the organisation
through them in a positive and
effective manner.
If you are preparing yourself for the
skills and understanding that you will need
to enter self-employment or to create and
develop your own business idea the specialist
pathway (Creating and Developing your
Business) will provide a framework around
which you can make this a practical reality.
Alternatively, you might be
seeking to deepen current knowledge
and understanding of business and
management from the marketing
perspective. The specialist pathway in
Marketing will enable you to achieve this.
By the end of the first trimester you will
have developed a core of knowledge about
the contemporary business environment
and managing in the 21st century. In addition
you will have begun to gain insight into the
key themes that will comprise your final
degree, taking one further compulsory
half-module dependent upon your degree
pathway choice, together with one
additional optional half-module.
The purpose of this module is to provide
an understanding of the importance of the
marketing concept within any organisation.
The module outlines both the philosophical
underpinning supporting contemporary
marketing theory and its application in
different organisational contexts.
comprehensive business plan. Content
will include: entrepreneurship and
the planning process, stakeholder
analysis, environmental analysis and
audit, assessing organisational readiness,
strategic objectives and direction,
product/service development,
delivery method, implementation
plan, self-development plan and
personal reflection.
This module introduces all Business
and Management Master’s students
to the holistic and complex nature of
organisations today and will provide a
springboard to subjects that are then studied
in depth throughout the programme.
This module is designed to fulfil your need
and interest with an in-depth background
analysis to both microeconomics and
macroeconomics with an emphasis
on their applicability to the analysis of
contemporary business problems. It
introduces you to the key principles of
economics that are relevant to a modern
day business, and how economists build
and use models to help make sense of
the sometimes messy and confusing
world around us.
This module is designed to explore the
various facets of managing in the service
industry. The emphasis of this module is
on the consistency in service delivery to
benefit the range of stakeholder groups.
In addition to explore how businesses can
achieve a competitive edge through better
understanding of the intangible as well as
the tangible part of their engagement with
their customers
This module enables you to understand
how and why organisations report on
their financial performance and position
in the way they do. You also develop an
understanding of how financial information
is used for decision making purposes and
how relevant financial information is
effectively evaluated and communicated
across the organisation.
This module enables you to develop your
capacity in creativity and innovation, and
in the manner that you communicate
and negotiate with colleagues and key
stakeholders. It helps you to become
more self-aware, both as a learner and
as a manager, in the way you apply
these skills to the organisation.
All students take four half-modules.
Students within the specialist pathway
degrees take two compulsory half-modules
in Trimester 2 – each half-module forming
a key component of their discipline of choice.
Students can then choose two further
optional half-modules, designed to enable
them to tailor their degree whilst
demonstrating the broadening of their
knowledge and understanding from
an interdisciplinary perspective.
This module explores the key issues and
challenges in contemporary marketing
communications. It covers strategic
issues of brand strategy, planning, and
channel integration as well as the tactical
considerations needed to execute relevant
and appropriate marketing communications
campaigns that meet the needs of key
identified audiences.
This module helps you to develop a
The purpose of this module is to
provide an understanding of the key
approaches for managing information
within organisations. Within this context,
the module aims to provide students with
the tools and capabilities to assess and
manage information together with the
analysis and evaluation of the different
theoretical perspectives in developing
and managing information and
technology assets
This module explores the contribution
of entrepreneurship and of individual
entrepreneurs to future organisational
growth and sustainability. It defines the
different role of the entrepreneur in
different organisational contexts – small,
medium and international, and identifies
the necessary requirements associated
with the creation and management of
an entrepreneurial culture.
Whatever your specialism, managers
increasingly need to be managers of
people, lead teams and undertake many
aspects of human resource management.
It is also increasingly being recognised
that organisational performance can be
enhanced and competitive advantage gained
through the strategic management and
development of people.
The purpose of this module is to provide
an understanding of effective operations
and process management to meet
identified organisational goals. The
importance of quality management
processes and procedures and their
management application across the
organisation are analysed and evaluated
as is the manner in which the quality
of operations impacts on stakeholder
behaviour (staff, customers etc.)
This module focuses on strategy and its
importance to any organisation if it is to
be able to grow and sustain itself within
the contemporary global competitive
environment. The module identifies the
key concept of organisational purpose
linked to both normative and technique
based strategic tools and applies these
in a variety of different organisational
This module explores the distinctive
challenges associated with the
management of non-profit organisations
from a marketing perspective. Ownership
and strategic imperatives are identified
alongside the contrasting demands
of resource attraction, administration
and application.
Between June and September Master’s
students work (supported by a nominated
supervisor) on their dissertation or
detailed research project (15,000–20,000
words). The module commences with
a series of taught interventions designed
to promote scholarly endeavour in the
research context – resulting in the
formulation of clearly articulated
research proposal outlining your
research questions and the framing
of the detailed work to be undertaken.
By the time you complete the programme,
you will be able to:
- Understand the major business
functions – understanding markets,
developing plans, understanding
and improving delivery, managing
relationships with people, managing
finance, technology and other resources;
- Develop skills and techniques – in
gathering, analysing and evaluating
information, planning, applying concepts
and models to the solution of problems,
evaluating risk, making decisions,
communicating, working in teams,
thinking effectively and in flexibly
managing your own work and that
of others;
- Evaluate and challenge both the
positive and negative effects of a range
of business and management practices
and be able to make judgements about
their value and implications;
- Apply your learning in a variety of
business contexts ranging from the
experience of large multinational
organisations to sole party ownership;
through different industry and sector
specific experience; and through
analysis of enterprise at different stages
of development – self-employment,
start-up and small business.
them maintain deep practical experience
gained in business and management
engagement across the commercial,
public and the non-profit sectors. Our
tutors are committed to delivering the
highest quality teaching and learning
and the application of that learning to
deliver effective practice in the workplace.
Your tutors offer you access to a wide
range of academic and practical expertise
in business and management. Many of
A variety of assessment methods are
utilised, including:
- Individual report
This programme is designed to prepare
participants for a wide range of careers in
general management across all industry
sectors. It will prepare you for entry level
into management and position you for
progression to middle management
positions. The advanced learning that it
provides delivers practical management
based skills that are directly applicable
to a range of occupations.
Study within the specialist pathways
allows for further concentration of
skills and techniques in marketing
and in business start-up and small and
medium size business management. The
content of the programme is also directly
applicable those participants who wish
to work in a self-employed capacity in
the creative and performing arts sectors.
- Individual presentation
- Group project work
- Group presentation
- Examination
Assignments are designed to integrate
theoretical concepts with practical application.
Applications from a variety of backgrounds
are welcomed. Normally a good honours
degree in any academic discipline or
a relevant professional qualification.
Applicants who do not meet the academic
entry standard, but who have relevant
work experience, will be considered
on their individual merits by the Course
Director. Previous experience and learning
can be taken into consideration.
There are plans to introduce a new
specialist pathway within this programme:
MA Business and Mangement (Health
Services Management). This will be
of interest to professionals working
or considering working as managers
in health, health and social care and
allied fields. It will also be suitable
for new graduates who wish to pursue
a professional career in this field.
For up-to-date information on this
please visit our website:
- MA Business and
- MA Business and
- MA Business and
(Creating and
Developing Your
- PGDip Business
and Management
- PGDip Business
and Management
- PGDip Business
and Management
(Creating and
Developing Your
- Newton Park
- MA full-time three
trimesters (one
calendar year)
- MA part-time
32 months
- PGDip full-time
two trimesters
- PGDip part-time
four trimesters
Please see page
12 for full details.
01 Entrepreneur
02 Launching a
new venture
03 Using business
04 Setting up a
new business
05 Business acumen
- Flexible modular
structure provides
maximum choice
and tailoring of the
degree to support
your career
- Provides thorough
grounding in the
principles and
practice of business
and management
- Strong focus on
enterprise and
developing a
- Directly relevant
for those whose
study has been in
an unrelated
discipline, for
continuing learners
with practical
experience and for
those preparing for
or employment in
the creative and
performing arts.
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
Please contact
course director
Stephen Lee.
T: +44 (0)1225 876209
E: [email protected]
Graduate Certificates and Diplomas
provide recognised awards for graduates
and professionals who wish to update and
extend their subject knowledge. They may
be undertaken as part of a programme of
continual professional development or as
stand-alone qualifications.
Graduate Certificate:
- Animal Behaviour
- Ecological Impact
- Waste and
- Biology
Graduate Diploma:
- Biology
- Conservation
Modules run through
the academic year
from September.
You can study at your
own pace, but would
normally be expected
to complete a
Certificate or Diploma
in two years.
Newton Park
Fees for 2012–13
will be £1500 per
20 credit module
You may find these awards of relevance
if you are a teacher of biology or
environmental science, an employee
of a conservation NGO or Government
body, or an environmental consultant.
You may even be a relatively recent
graduate, with a desire to broaden
experience at Honours level.
These awards are designed to provide you
with specialised knowledge, understanding
and practical skills in certain aspects of
Biology at Honours level (Level 6). As part
of this, it is also intended that you gain some
personal experience of the approach, practice
and evaluation of scientific research. Module
content is underpinned by staff consultancy
and research activity and so is up-to-date
and highly relevant in terms of subject
knowledge and professional practice.
You must complete two modules
for a Graduate Certificate and four for a
Graduate Diploma. See table for
module options.
Modules are delivered through a
combination of lectures, practicals,
field work and projects, and on-line
materials. The balance of activities will
vary according to your choice of modules.
However there is a strong emphasis on
gaining experience of practical work,
fieldwork and research. Assessment is
strongly weighted towards coursework
and timed exercises rather than formal
examinations. Modules run in different
formats, such as a one two-hour block
of contact each week or as a three or
four hour block every other week. Please
contact us for further information. The
exception is the Project Module (research),
which is scheduled in agreement with your
supervisor. In addition to weekly sessions,
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
one module (Marine Biology) has
a residential field trip in March.
The Newton Park campus is an
excellent location for the study of Biology.
The campus provides a rich variety of
woodland, grassland and freshwater
habitats, which are used extensively
in practical and project research work.
Our laboratories, glasshouses and
experimental areas provide specialist
facilities for a wide range of practical
work including marine, ecological,
anatomical and soil analysis.
You should normally have either:
- An Honours Degree allied to subjects
within the Department of Biology,
such as Biological or Life Sciences,
Environmental Science, Psychology,
or Geography; or
- An Honours Degree in any field with
a postgraduate qualification allied
to Biology; or
- An Honours Degree in any field with
appropriate professional experience
in an area allied to Biology; or,
- Equivalent experience.
Neither Bath Spa nor external graduates
can normally claim APL for previous
studies towards these qualifications.
Please contact
course director
Dr David Watson:
T: +44 (0)1225 875755
E: [email protected]
Marine Biology
Plants and
Project Module
Waste and
C = Compulsory O = Optional.
You may find these awards of relevance if you
are a teacher of geography looking to keep
up with developments in your subject, an
employee of a government body, or a graduate
wishing to update or broaden your knowledge
and skills.
and River
Our tutors are professional geographers
who undertake research and scholarship
at the cutting edge of the discipline,
publishing research papers in international
journals, textbooks, and speaking at
international conferences, as well as
making media appearances. All research
within the department is of direct benefit
to students, much of it directly concerning
improvements to student learning.
- Graduate Certificates in Human
Geography, Physical Geography or
Geospatial Techniques – two modules
- Graduate Diploma in Geography – one
compulsory module and three optional
modules (at least one human geography
and one physical geography module)
- Graduate Diploma in Human Geography,
Physical Geography or Geospatial
Techniques – four compulsory modules
Modules are delivered through a
combination of lectures, practicals,
field trips, projects, and on-line
materials, depending on your choice
of modules. Classes occur on a
fortnightly basis in alternation. Each
has three or four hours of contact per
fortnight. Assessment varies between
modules, including laboratory exercises,
field work, reflective diaries, projects,
posters, seminar presentations,
essays, and exams.
Modules may contain a field work
element, one or two days away at a local
destination with tutor and sometimes
external guidance. Destinations include
Avebury, Oxford, the Gordano Valley and
the River Exe catchment. Field work
allows you to view subject material from
a different perspective and offers the
opportunity for training in the application
of specialised equipment and techniques.
To undertake any of these awards,
you should normally have either:
- An honours degree allied to Geography,
C = Compulsory. Others are optional. To be eligible for the Graduate Diploma in Geography you must take a
minimum of one Human Option and one Physical Option.
such as Physical Geography, Human
Geography, Environmental or Earth
Science, Remote Sensing,
Geographical Information Systems,
Planning or Social Science.
- An honours degree in any field with
a postgraduate qualification allied
to Geography;
- An honours degree in any field with
appropriate professional experience
in an area allied to Geography;
- Equivalent experience.
Graduate Certificate:
- Geospatial
- Human Geography
- Physical Geography
Graduate Diploma:
- Geography
- Geospatial
- Human Geography
- Physical Geography
Fees for 2012–13
will be £1500 per
20 credit module
Neither Bath Spa nor external
graduates can normally claim APL
for previous studies towards these
Please contact the Course Leader
for queries on entry requirements.
Each module runs
for one academic
year, beginning
in September and
ending in June.
You can study at
your own pace,
but would normally
be expected to
complete a
Certificate or Diploma
in two years.
Newton Park
Application forms
are available on the
website and for any
admissions enquiries
please contact:
T: +44 (0)1225 875624
E: [email protected]
Please contact
subject leader
Dr Rebecca Schaaf
T: +44 (0)1225 876336
E: [email protected]
01 Total station Brittany
02 In the lab
03 AGS survey students
04 Stone talk – Avebury
05–06Monolith tin
– Portishead
In fact, we will encourage the submission
of a research paper as the culmination
of the Master’s experience. We also offer
assessments in less formal writing for
magazines or newspapers. We aim to
consolidate your literature searching
skills, something that is crucial to get
right for a PhD thesis and for writing
grant proposals.
The MSc in
Principles of Applied
examines the uses
of neuropsychology
in the clinical world.
Studying the way the
brain works is crucial
to psychology and the
understanding of
human behaviour.
Neuropsychology is central to the
debate about the spark of individuality
each human shows. This course looks
at social cognition and affective
neuroscience, as well as studying the
emerging field of the neuropsychology
of mental health problems.
The course is an employabilitycentred extension to an undergraduate
psychology degree. It is focused on
neuropsychology, but is suitable for
any student interested in preparing for
an eventual career as a professional
The course has four 30-credit core
modules and a 60-credit dissertation
module. These modules are an
introductory Cognitive Neuropsychology
module, Advanced Neuropsychology,
Advanced Psychopathology and Issues
in Professional Practice. To gain the
MSc you must complete all four taught
modules and the dissertation module.
There is also a Postgraduate Certificate,
gained by successfully completing two
taught modules, and a Postgraduate
Diploma for the successful completion
of four taught modules.
The course runs on one afternoon a
week to allow you time to obtain relevant
practical experience, should you wish to
do so. You can study on a full-time or
part-time basis, subject to a maximum
of three years full-time or five-years
part-time for the MSc.
This is a theoretical neuropsychology
module, centred on the study of healthy
participants. It provides lectures in hearing,
speech and language, memory, sensory
processing and perception, motor processing
and perception. It features embedded
research methods including issues of
research practice, preparing a research
proposal and the misuse of science.
This module includes a
neuropsychological perspective on
mental health problems. It features a
series of lectures on psychosis, affective
disorders, fear disorders, principles of
cognitive behavioural therapy, and basic
pharmacology. The embedded research
methods deal with applications to ethics
committees, experimental behaviour
analysis and outcome evaluation.
This module provides a clinical approach
to degenerative disorders, ageing,
communication disorders visual disorders,
and childhood developmental disorders.
The module focuses on the functions and
dysfunctions of the frontal lobes. The
embedded research methods include
performing a systematic literature review,
researching a patient population, and
using a test battery.
This module introduces students to the
principles of applied psychology and the
processes of recovery and rehabilitation.
It focuses on the core skills expected of
a practitioner of applied psychology:
assessment; formulation; intervention;
evaluation; communication skills; and
self-management skills. The embedded
research skills in this module relate to
the evaluation of clinical practice.
This is the opportunity to investigate
an area of neuropsychology of individual
interest. As part of this module you are
required to submit a 5,000–7,000 word
paper ready for publication in a specified
journal, based on your research. You also
have to demonstrate the ability to keep
a detailed research log. The research
undertaken by students must have
a neuropsychological focus.
Teaching methods include lectures,
seminars, individual tutorials, small
and large group work, lab work and
neuropsychological testing experience.
There will be guest speakers from
relevant employers as well as research
talks from existing practitioners.
Dr Alison Lee
BSc (London), PhD (Bristol)
Dr Rob Irwin
BA (Kent) PhD (UWE)
Dr Nigel Holt
BSc (Reading) DPhil (York)
The course is centred on eventual
employment as a professional
psychologist. We aim to enhance your
skills as a scientist-practitioner, and
provide a step forward to meeting the
criteria for assistant psychologist posts.
The course also offers practical writing
skills necessary for communicating
complex scientific ideas to both a lay
and specialist audience.
We have selected assessments with
the aim to maximise experiences that
will help with further study. For example,
the dissertation element must be written
in the form of a paper that is ready for
submission in an established journal.
This course is suitable for anyone
with a good major Psychology degree.
It is essential that applicants have
a Psychology dissertation. It is not
necessary to have studied undergraduate
neuropsychology but it would be beneficial
to show relevant experience or plans to
obtain relevant experience of work in an
appropriate area.
- MSc Principles
of Applied
- PGDip Principles
of Applied
- PGCert Principles
of Applied
in advanced
- Learn practical
skills in preparation
for a career as a
- An opportunity to
publish an
academic paper
- MSc full-time three
trimesters (one
calendar year)
- MSc part-time up to
five years
- PGDip full-time two
trimesters (one
academic year)
- PGDip part-time
four trimesters
- PGCert full-time
one trimester
- PGCert part-time
two trimesters
Application forms
are available from
the website and for
any admissions
enquiries please
T: +44(0)1225 875624
E: [email protected]
Please contact
course director Dr
Alison Lee:
T: +44(0)1225 875726
E: [email protected]
Newton Park
- The chance to study
emerging theories
01-02Artists impression
of synapsis firing
in the brain
03 Central nervous
system, Double-M
eedmore Seniorstaff
information? andgovernors
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Published November 2011
The contents of this prospectus
are correct at the time of going
to press. We will try to publicise
any changes to it. If a facility
mentioned in this prospectus
is of great importance to you,
please check its continued
availability with the Student
Services Department (01225
875875) before you apply.
The University will take all
reasonable steps to provide
the educational services
described in this prospectus,
but the operation of each
course or module depends
on recruiting viable numbers.
If insufficient numbers enrol
for a course or module we may
not be able to run it. Our offer
to you and your acceptance of
a place here will be subject to
this express condition. This
prospectus does not form
part of any contract between
you and the University.
As a condition of enrolment
all students will be required
to abide by the policies and
regulations of the University.
If you accept an offer of a place
at Bath Spa University you will
receive further information
about teaching, assessment
and educational services
offered by the University, as
well as policies and regulations.
Designed by:
Printed by:
Cover photography:
Stella Pirie (Chair)
Professor Frank Morgan
Caroline Bull
Inderjit Ahluwalia
Professor Judith Brown
Andrew Harris
Jon Brady
(Deputy Vice-Chancellor)
Lynn Ludlow
Mike Roy
Richard Bidgood
Professor Tim Middleton
Ian Phillips
Revd Preb Edward Mason
Julian Amey
Professor Paul Luna
Philip Parker
Mary Toman
Cllr Chris Watt
Alun Thomas (Deputy ViceChancellor and Clerk to the
Board of Governors)
Access to Learning Fund 12
AHRC Studentships
Applied Neuropsychology 62
Art and Design
15, 60
Brand Development
15, 58
Business and
Career Development
Computer facilities
Corsham Court Centre
Counselling and
Creating and Developing
your Business
Creative Media Practice
Creative Sound and
Media Technology
Creative Writing
14, 41
Cultural Studies
Curatorial Practice
Day nursery
Disabled Students
Eco Campus
Education Studies
Educational Assessment 77
English Literature
10, 58
Experimental Music
Fashion and Textiles
Fashion Design
Feature Filmmaking
Fine Art
Graduate School
Graphic Design
Green League
Healthcare Management 58
Heritage Management
Higher degrees
Initial Teacher Education 30
International Education
and Global Citizenship
International Students
Investigating Crafts
Investigating Fashion
Library and Information
Lifelong Learning Initial
Teacher Training
Literature and
Medical services
Mentoring and Coaching 36
Money advice
15, 50, 52, 53
Nature Writing
Newton Park Campus
Online learning
Overseas applicants
Performing Shakespeare 54
Post Compulsory
Education and Training
Postgraduate Certificate
in Education
Principles of Applied
Professional Graduate
Certificate in Education
Professional Master’s
Professional Practice
in Higher Education
15, 62
Research degrees
Senior staff
Sion Hill Campus
Specific Learning
Sports and societies
Student support service 10
Students’ Union
Study of Religions
Theatre for Young
Theatre Production
Travel Writing
Visual Communication
Writing for Young
15, 47
Writing, Creative
14, 41
Bath Spa University has two campuses and a
postgraduate centre; Newton Park is four miles
outside Bath, Sion Hill is in Bath and Corsham
Court is 5 miles outside Chippenham.
Sion Hill
Bus Station
Waterside Court
Royal United
Hospital (A+E)
River Avon
- Join the A350 from the M4 (junction 17)
- Turn right onto the A4 to Bath
- Continue until you enter Corsham then
turn left at the mini roundabout adjacent
to Hare and Hounds Public House
- Follow signs towards town centre
- At the second roundabout, take the
first exit left onto Newlands Road
- At the next roundabout, take the
second exit right onto Post Office
Lane (just past the Somerfield store)
- Follow the road around to the left and
onto the High Street and follow parking
instructions below.
- Take A4 towards Corsham / Chippenham
- Upon entering Corsham, take second
exit at roundabout onto B3353
Pickwick Road
- Follow signs towards town centre
- At second roundabout, take the
first exit left onto Newlands Road
- At next roundabout, take the second
exit right onto Post Office Lane
(just past the Somerfield store)
- Follow the road around to the left and
onto the High Street and follow parking
instructions below.
First Bus service 231/232 runs between
Bath and Chippenham via Corsham.
The closest bus stop to Corsham Court
is Newlands Road, and from there it’s
just a short walk to the mansion house.
Service X31 also runs half hourly from
Bath Bus Station to Corsham.
As you turn onto the High Street the
Royal Oak public house is approximately
45 meters on the right hand side.
Parking for all visitors and students
is located in the car park to the rear
(parking permission notice/sign required
email: [email protected] for info).
Bath Spa University
Corsham Court Campus
Corsham Court, Corsham
Wiltshire, SN13 0BZ
Tel: +44 (0)1225 876383
Fax: +44 (0)1249 714293
[email protected]
6 Fork left just before the lights,
at the end of the dual carriageway
5 Turn left for Sion Hill/Somerset
Place (signposted “Bath Spa
1 Join the A46 from the M4
(junction 18)
2 Turn right onto the A4 to Bath.
3 From A4; get in right-hand lane
to carry straight on (from A36,
turn left onto A4)
4 Take second exit at mini-roundabout
5 Turn right for Sion Hill/Somerset
Place (signposted “Bath Spa
7 Join the A39 from the A4 at the
“Globe Inn” roundabout (3rd exit).
The entrance is immediately on
your left
First Bus service 418 runs from Bath
city centre to the Newton Park campus.
First Bus service 700 stops at the Sion
Hill campus. First Bus service 2 stops
at the junction of Lansdown Road and
Sion Road.
5 Carry on along the A4
At lights get in right-hand
lane and carry straight on
5a At lights get in left-hand lane
and carry straight on
5b Bear left and turn right at lights
onto dual carriageway (A4)
6 Join the A39 from the A4 at the
“Globe Inn” roundabout (2nd exit).
The entrance is immediately on
your left
Bristol International is the nearest
airport; only 40 minutes away by road,
while Birmingham and Heathrow are
approximately a 2 hour journey.
Bath Spa is the nearest main line station;
which is 4 miles from Newton Park and
1.5 miles from Sion Hill.
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