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AWARD and ROUTE TITLE / MSc Geographical Information Systems
INTERMEDIATE AWARD TITLES / PG Dip Geographical Information Systems
PG Cert Geographical Information Systems
Name of the Teaching Institution / Sheffield Hallam University
Mode(s) of Attendance
(eg. FT/PT/SW/DL) / FT/PT
UCAS CODE
Professional/Statutory/Regulatory Body Recognising this Programme / N/A
QAA Subject Benchmark Statement or other relevant external reference point / N/A
Date of Validation / 05-04-2011
1PROGRAMME AIMS
To develop students in their use, application and understanding of geographical information systems (GIS) by developing their:
- Knowledge of the fundamental principles of GIS
- Ability to critically examine the theory and practices of GIS
- Specialist technical skills as a GIS practitioner
- Ability to undertake a professional career in GIS and multi-disciplinary contexts
- Ability to undertake an individual and in-depth research project that involves a critical and evaluative approach to GIS in academic research or professional practice.
2PROGRAMME LEARNING OUTCOMES
2.1Knowledge and understanding covered within the Programme. By the end of the programme you will be able to:
LO1.Explore and critically evaluate theory and practice relating to GIS;
LO2.Demonstrate awareness and understanding of the links between theory and practice;
LO3.Engage critically with a wide body of academic GIS literature;
LO4.Explore and describe the wide variety of approaches to, and applications of, GIS, including qualitative methods.
LO5.Undertake an individual and in-depth dissertation or major project that involves a critical and evaluative approach to academic research or professional practice.
2.2 Intellectual skills covered within the Programme. By the end of the programme you will be able to:
LO6.Analyse the essential components and features of GIS discourses;
LO7.Select and evaluate the principles, concepts and ethics of GIS.
LO8.Synthesise and explain arguments and positions on GIS issues, including the ability to devise and sustain arguments where there is no precedent to follow;
LO9.Apply logical reasoning to conceptualise and implement solutions to problems using techniques and methods learnt in a non-related context.
LO10.Act as a reflective and responsive practitioner;
Subject / Professional / Key skills covered within the Programme. By the end of the programme you will be able to
LO11.Synthesise information and data relating to specialised areas and link to wider debates;
LO12.Select, evaluate and use advanced GIS techniques making appropriate choices based on context;
LO13.Understand and adopt appropriate terminology, techniques and processes;
LO14.Develop and critically evaluate methods of visual / graphical presentation of ideas, concepts and information within a spatial context and create graphical materials of a professional standard;
LO15.Autonomously pursue the continuing development of professional skills;
LO16.Use appropriate strategies to advance professional knowledge and provide a basis for CPD.
3LEARNING, TEACHING AND ASSESSMENT
3.1The approach to Learning and Teaching within the Programme
Modes of learning and teaching
The programme learning outcomes identified in section 2 cover a wide variety of skills, competencies, and requirements for demonstrations of knowledge and understanding. The programme aims to engender deep learning using a variety of modes of teaching and learning appropriate to the needs of students and the intended learning outcomes. Of particular importance is enabling students to become critical and reflective GIS practitioners with high level intellectual academic skills allowing them to evaluate and analyse spatial issues, and use logic to apply learnt skills creatively to solve new problems. Employability is a core component of the course. A key facet of this is the facilitation of students’ development as self motivated autonomous learners. This will allow students to tailor and further develop the taught skills and techniques to suit their desired career path, as well as to continue to develop as professionals once in industry.
As such, a wide range of teaching methods will be used in order to ensure students meet the diverse range of learning outcomes. These will include:
- Lectures
- Discussions (both tutor and student led)
- Workshops
- Seminars
- Computer based practicals
- Tutorials
- Worksheets
- Guided reading
- Self study
- Group tasks and projects
- Field trips
All modules will make use of a Virtual Learning Environment (via Blackboard). Students will also be provided with a copy of ArcGIS so that they are not reliant on computer facilities in the University when undertaking independent study. Students studying modules involving remote sensing will also be able to access the image processing and analysis package ENVI on their own computers. Students will be required to work collaboratively and there will be opportunities to network and share responses via Blackboard.
The course is delivered by a team of experienced lecturers with diverse and extensive academic and practitioner based GIS backgrounds.
Supporting student transition
It is acknowledged that for all students who take the course there will be a period of transition bridging what they were doing previously into them being fully embedded, comfortable and successful within the course. For many students this will be the progression from undergraduate to postgraduate study. The course also attracts a significant number of international students. For these students there will also be a transition from studying in another country and culture, to studying within the context of UK HE. In addition, some students may have been out of formal education for a considerable period of time before deciding to return and study on the course. The course has been designed to try and ease this transition for all students.
The course assumes background knowledge of a related spatial subject, such as geography, but assumes no prior GIS experience. The course starts from first principles both in terms of theory and practice.
Upon starting the course there is an induction day. This will provide an overview of the course structure and introduce the students to the framework of academic standards within which they will be studying during the course. During the induction students will also be advised on how to find and use learning support services within the University such as the learning centre, ICT study skills and the University English Scheme as well as wider, non-academic student support services.
During the first half of semester 1 a range of sessions are built into the taught programme covering generic study skills such as referencing and finding academic literature, as well as introducing students to academic conduct regulations. These sessions are delivered by a variety of staff both from within the department, from the Learning Centre, and from other central support services within the University.
A student’s transition does not end upon completion of the course. If anything, the biggest transition a student will face is going from being an MSc student to whatever they go on to do next. PDP and employability are central to the course and students are heavily supported in the transition to further study, such as a PhD, or into employment. Further details on PDP and employability are given in the relevant sections below.
Learning and teaching within the context of the course structure
The course is made up of eight 15 credit modules, four in semester 1 and four in semester 2, followed by an Applied Research Methods module (15 credits) and a Dissertation (45 credits).
The curriculum is balanced so that challenge and achievement is increased throughout the course. Four of the modules are mandatory. These modules are designed to achieve the key knowledge and understanding (LO 1 & 2) and key skills (LO 11, 12 & 13) learning outcomes identified in section 2. The elective modules are designed to introduce students to more specialist areas of GIS and provide a framework within which students can develop, test and apply the learning from mandatory modules in a more applied context and at a higher level (LO 3, 4, 6, 7, 8 &14).
The dissertation is the culmination of the MSc course and builds on and expands all learning outcomes achieved through the taught modules
3.2The approach to Assessment and Feedback within the Programme
Methods of assessment
Achievement of learning outcomes will be assessed by a variety of methods, including essays, projects, reports, presentations and practical work. There will be an emphasis on coursework to allow students to demonstrate their level of understanding of the subject and to have the necessary time to develop their practical skills in GIS. In particular, students will undertake projects where they will be assessed on their ability to draw from current practice and research to solve problems and justify their application of facts and principles to case studies.
Group work
A number of modules on the course involve both formative and summative group working. The ability to work effectively in groups is a vital component of achieving the learning outcomes relating to development as a professional GIS practitioner (LO 10, 14, 15 & 16). Whilst group work makes an important and valuable contribution to the suite of course assessment methods, there are obvious issues surrounding fairness and quality. It is imperative that where group work is summative, an individual student's mark reflects their personal level of engagement and effort on the assignment, and that it can be guaranteed that each student that receives a pass mark for an assignment has met all of the learning outcomes the assignment has been designed to test.
To ensure that marks allocated to individuals reflect their contribution students will produce a group contract setting out their commitment to the work and how the group will operate for each group work task they are to undertake upon its commencement. One mark will allocated to each group and students will then divide this mark according to their individual contributions. This mark must be achieved by agreement within a group and must be justified in relation to the group contract. In the event of agreement not being achieved the module tutors will arbitrate, based on the group contract and evidence of contributions in relation to those stated in the contract. This will be a consistent course wide approach to group work marks coordinated by the course leader.
The assessment design has been reviewed for the course as a whole to ensure that the overall level of group work is in line with the requirements of the programme learning outcomes.
Feedback
Formative feedback will be enabled through tutorials built into most module programmes. Some modules will also provide opportunity for formative peer assessment. Clear assessment criteria will be provided within each module booklet, with feedback given against these criteria on a standardised module assessment feedback form. The feedback form will also include points for improvement. Tutorials will also be offered following summative assessment as necessary. Students will be required to log results and feedback in a progress file and to plan action accordingly.
In cases where the module contains more than one element of assessment, e.g. two essays or a report and oral presentation, feedback will be given on the first assignment prior to the submission of the subsequent assignment in order that students gain maximum benefit from the feedback. Group discussions and seminars will allow the tutor and student peers to give formative feedback.
To aid the transition of all students into postgraduate study, at least one formative assignment will be set in the first half of semester 1. This will be in the form of a written essay or seminar paper. In depth feedback will be given on this assignment to guide students as to what is expected for future assignments in terms of written style, structure, and academic integrity. This formative feedback will be given before any summative assignments are submitted allowing students to learn from mistakes without being penalised.
4PROGRAMME DESIGN AND STRUCTURE
The course consists of eight 15 credit modules, a 45 credit dissertation and a 15 creditapplied research methods module. Full time students will study four modules in semester 1, four modules and Applied Research Methods in semester 2 and then go on to the complete the dissertation over the summer. Part time students will study two modules in semester 1 and two modules in semester 2 of their first year, two modules and Applied Research Methods in their second year, and then go onto conduct their dissertation once this taught programme has been complete.
Previously, the course consisted of four 30 credit modules in addition to the research methods and dissertation modules. The change to a 15 credit structure has facilitated a range of enhancements to both course curriculum & delivery as well as student experience. 15 credit modules allow a more focused approach to the content that is delivered with a greater focus on growth areas such as remote sensing and network analysis. Greater focus on growth areas within the industry provides significant benefit in employability terms. The new 15 credit module structure is more flexible allowing a greater choice and variety in elective options. For example, students will now be able to do both GIS & Environment AND Consultancy Project, whereas under the old structure they would have had to choose one or the other. Consultancy Project is a valuable chance to develop professional skills and make contacts within the industry, obviously of benefit in employability terms. More focused 15 credit modules will also be of benefit in creating and managing student expectation of the course. The 15 credit module structure will make it much easier for a student to accurately visualise the nature and content of the course from the prospectus.
Of the 8 modules students will study, 4 are mandatory modules. These modules develop key skills and understanding of GIS which are the essential underpinnings of the degree. All students will take the Introduction to GIS module in their first semester, irrespective of whether they are studying a full time or part time route, or whether they start in September or January. This module covers the primary theoretical and practical elements which form the backbone of GIS upon which all further modules will build. Elective modules build on core skills and introduce students to more specialised applications of GIS. Two of the electives involve the opportunity for students to gain experience of working within a professional GIS environment, either as part of a consultancy project or on the professional learning in the workplace module.
The dissertation offers students the opportunity to build on research skills already developed through the taught component of the course, and implement them on an in depth piece of research focusing on a topic of interest.
The course has been designed and structured to enable students to acquire the knowledge and skills expected and needed to become professional reflective practitioners. The MScGeographical Information Systems programme is offered in two modes: full time and part time. It is designed to offer an interdisciplinary and inter-professional education up to Masters level. Students on the MSc GIS course will have the opportunity to be co-taught with students from transport, planning and environmental courses. The MSc GIS course is well integrated within the wider SCEP programme and students will get the opportunity to work with students studying a wide range of differing courses including transport and environmental specialisms. By its very nature GIS is an inherently interdisciplinary field and this interaction with other specialisms within the University enriches the student experience of all involved.
If students step off this award following the successful completion of four 15 credit modules they will achieve a Postgraduate Certificate in Geographical Information Systems. In order to meet the specified learning outcomes for the Postgraduate Certificate in Geographical Information Systems (see page 16) students must complete the Introduction to GIS module, plus any one of the other three modules which are mandatory for the Postgraduate Diploma in Geographical Information Systems (see specified below). The mapping of programme learning outcomes to module learning outcomes is given on page 23. Any other 30 credits from the programme can make up the students total of 60 credits.
PGCert Geographical Information Systems
Successful completion of four modules (60 credits)
- This must include Introduction to GIS (15 credits)
- In addition, this must also include one of;
Applying GIS (15 credits)
GIS & Spatial Analysis (15 credits)
GIS & Statistics (15 credits)
- And then any other 30 credits;
Applying GIS (15 credits)
GIS & Spatial Analysis (15 credits)
GIS & Statistics (15 credits)
GIS & Environment, or GIS & Environment DL (15 credits)
Ecological Survey & Evaluation (15 credits)
Remote Sensing (15 credits)
Network Analysis & Transport (15 credits)
Consultancy Project (15 credits)
Professional Learning in the Workplace (30 credits)
Global Perspectives on Regeneration (15 credits)
PGDip and MSc Geographical Information Systems
Students will achieve a Postgraduate Diploma in Geographical Information Systems on completion of eight modules (four core and four elective, 120 credits).The full MSc includes an additional 15 credit Applied Research Methods module, and a final dissertation worth 45 credits.
The structure of this award is shown below, including the delivery pattern and staging of both full-time and part-time modes.
PG Diploma Full Time - (120 credits)September start
Semester 1 / Semester 2 / M.Sc.
(180 credits)
Introduction to GIS / GIS & Spatial Analysis / GIS & Statistics / Elective –
One of;
GIS & the Environment, Ecological Survey & Evaluation, Remote Sensing, Consultancy Project,
Professional Learning in the Workplace*
Global Perspectives on Regeneration / Applied
Research Methods (15 credits) / Dissertation
(45 credits)
Applying GIS / Elective -
One of;
Network Analysis & Transport, Consultancy Project,GIS & Environment DL# / Elective –
One of;
GIS & the Environment, Ecological Survey & Evaluation, Remote Sensing, Consultancy Project,
Professional Learning in the Workplace*
Global Perspectives on Regeneration / Elective –
One of;
GIS & the Environment, Ecological Survey & Evaluation, Remote Sensing, Consultancy Project,
Professional Learning in the Workplace*
Global Perspectives on Regeneration
* Professional Learning in the Workplace is a 30 credit module. Students who elect to take this module will only take one other elective module in semester 2. This module is only suitable for those who are currently employed in a GIS based field.