University home > Unit and programme catalogues in 2023/24 > Programme catalogue > Faculty of Arts > Centre for Innovation > Geography with Innovation (BSc) > Specification
Programme code | 1INOV014U |
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Programme type | Single Honours |
Programme director(s) |
Daniella Jenkins Programme Director (Innovation)
Rodolfo Bezerra Nobrega (Geography contact) |
Faculty | Faculty of Arts |
School/department | Centre for Innovation |
Second School/department | School of Geographical Sciences |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | Geography (2022) (benchmark statement) |
Mode of study | Full Time |
Programme length | 3 years (full time) |
This section sets out why studying this programme is important, both in terms of inspiring you as an individual and in considering the challenges we face. It describes how this degree programme contributes to:
The digital and creative innovators of the 21st Century will bring together arts and humanities, design, science, engineering and enterprise to deliver new products, services and ways of working and living. This degree combines an in-depth subject specialism in Geography with interdisciplinary breadth, creative teamwork and entrepreneurial skills. Students undertaking this course will spend 220CP of their time studying Geography to gain a solid discipline strength whilst spending the other 140CP of their time applying that knowledge to innovate and translate their ideas into plans for digital and creative enterprises, both social and commercial.
The programme aims to:
Successful completion of the course will allow students to move a wide range of careers, including setting up their own social or commercial enterprises, or continue onto an advanced postgraduate geography course. It will allow them to better understand the contested and spatially-structured world of their post-graduation experiences.
The learning outcome statements shown below for your programme have been developed with reference to relevant national subject benchmarks (where they exist), national qualification descriptors (see the Framework for Higher Education Qualifications) and professional body requirements.
Teaching, learning and assessment strategies are listed to show how you will be able to achieve and demonstrate the learning outcomes.
This programme provides opportunities for you to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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1. Integration of learning/teaching methods and assessment methods. 2. Diversity of learning/teaching methods to reflect varied nature of the subject matters of a geographical degree and of transferable skills provision. Use of formal lectured, seminars, tutorials, fieldwork, practical and laboratory classes, guided group and individual project work, extended essays and dissertations, internet search exercises. 3. Reduced dependence on formal lecturing approaches and greater use of individual and group exercises, seminars and discussions with successive sessions. 4. Incorporation of teaching methods with close staff-student contact: tutorials throughout programme; residential and other field work and staff-guided research projects. 5. Heavy dependence on hands-on experience through individual and group teaching exercises. 6. Incorporation of formal and informal pathways for evaluation of teaching by students, responses such evaluations by staff, and justification of consequent action/inaction. 7. Acquisition of knowledge and understanding for innovation, design and entrepreneurship occurs through lectures, workshops, seminars and tutorials (12-15). 8. Workshops and demonstration to develop student practical innovation skills acquisition (12 & 15). 9. Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (12, 13 & 15). 10. Innovation project supervision and design challenge mentoring meetings to provide formative feedback (12, 13 & 15). |
Methods of assessment (formative and summative) | |
1. Diversity of assessment methods to match learning/teaching methods. Use of unseen examinations, extended essay/project submissions, practical class reports, research dissertations, group and individual oral presentations, student-led seminars plus unit-specific assignments (eg food diaries, home climate projects, GIS analysis, creating, computing programmes, consultancy reports). 4. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (12-15) 5. Reflective accounts of practical work and learning (12-15) 6. Iterative and agile practice based innovation and entrepreneurship challenges (12-15) |
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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1. Integration of learning/teaching methods and assessment methods 7. Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials (8-11). 8. Workshops and demonstration to develop student practical innovation skills acquisition (8-11). 9. Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (8-11). 10. Innovation project supervision and design challenge mentoring meetings to provide formative feedback (8-11). |
Methods of assessment (formative and summative) | |
1. Diversity of assessment methods to match learning/teaching methods. Use of unseen examinations, extended essay/project submissions, practical class reports, research dissertations, group and individual oral presentations, student-led seminars plus unit-specific assignments (e.g. food diaries, home climate projects, GIS analysis, creating, computing programmes, consultancy reports). 3. Tutorial and some practical exercises assesses as satisfactory/unsatisfactory to encourage experimentation on part of students. 4. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (8-11) 5. Reflective accounts of practical work and learning (8-11) 6. Iterative and agile practice based innovation and entrepreneurship challenges (8-11) |
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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1. Integration of learning/teaching methods and assessment methods 7. Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials (12-17). 8. Workshops and demonstration to develop student practical innovation skills acquisition (12-17). 9. Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (12-17). 10. Innovation project supervision and design challenge mentoring meetings to provide formative feedback (12-17). |
Methods of assessment (formative and summative) | |
1. Diversity of assessment methods to match learning/teaching methods. Use of unseen examinations, extended essay/project submissions, practical class reports, research dissertations, group and individual oral presentations, student-led seminars plus unit-specific assignments (eg food diaries, home climate projects, GIS analysis, creating, computing programmes, consultancy reports). 3. Tutorial and some practical exercises assesses as satisfactory/unsatisfactory to encourage experimentation on part of students. 4. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (12-17). 5. Reflective accounts of practical work and learning (12-17). 6. Iterative and agile practice based innovation and entrepreneurship challenges (12-17). |
This section describes what is expected from you at each level of your programme. This illustrates increasing intellectual standards as you progress through the programme. These levels are mapped against the national level descriptors published by the Quality Assurance Agency.
Level C/4 - Certificate |
By the end of their studies at level C, students are expected to be able to demonstrate sound knowledge of the fundamental principles of some of the core areas of geography and a level of competence in the relevant skills. The expectation is that their work may require substantial direction from members of staff. They will also have gained an understanding to how design and systems thinking can be applied to problems to innovate and unearth novel and creative solutions that may have been missed from undertaking a purely analytical approach whilst gaining experience in working in multidisciplinary teams. |
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Level I/5 - Intermediate |
At level I students are expected to be able to demonstrate that they have expanded the range and depth of their knowledge of geographical principles and their capacity to evaluate these principles using a variety of perspectives. They should also have developed a higher level of competence in the relevant skills. They are expected to be developing a capacity for self-directed learning. Student will be expected to critically reflect on past and present case studies and develop further their transdisciplinary working to real world digital and creative client problems. Students will be encouraged to broaden their perspective beyond the subject provisions in Geography with Innovation and take either an open unit, learn how to program or design specifically for human computer interaction. |
Level H/6 - Honours |
At level H students are expected to expand the breadth of their knowledge through their study of advanced subjects taught at current research cutting-edge. At this level students are expected to be able to demonstrate their capacity for self-directed study using the skills acquired and developed at levels one and two. Within the transdisciplinary group project the students will be expected to innovate for their own chosen problem by exploring the potential of new technologies to enable disruptive innovation to change the way people work and live. They will be supported by mentors and coaches to explore how their proposed solutions may be turned into an enterprise. |
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
Undergraduate Students
Success as an undergraduate student depends on you being able to make the transition to self-motivated, independent learning. Programmes are designed to assist you in this development, in many cases by starting with units in which timetabled teaching, such as lectures and practical classes, provides the foundations of knowledge and skills in a subject, moving on to individual research-based work. Over time you will be expected to take increasing responsibility for your own learning, guided by the feedback on your work that you will receive.
Postgraduate Students
Taught postgraduate students are generally studying for one academic year. This is a longer year than for undergraduates, normally culminating in a research project. In a one-year full-time programme your workload will be distributed as evenly as possible, but this will depend on the precise arrangements for your programme. You will be expected to take responsibility for your own learning, guided by the feedback on your work that you will receive.
All students
At the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing and it is this skill of independent studies, above all others, that will serve you best when you leave the University.
Most programmes use credits and a 20-credit unit broadly equates to about 200 hours of student input. This includes all activities related to the teaching, learning and assessment of taught units.
A component of this is the time that you spend in class, in contact with the teaching staff, which includes activities such as lectures, laboratories, tutorials, problem-solving classes and fieldwork. Some of this activity may be online and could consist of activity that is synchronous (using real-time environments such as Blackboard Collaborate) or asynchronous (using tools such as tutor moderated discussion forums, blogs or wikis).
In some programmes there are field courses and/or placements that will take place in concentrated periods of time.
Outside scheduled activities you are expected to pursue your own independent learning to build your knowledge and understanding of the subjects you are studying. Such independent activities include, reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
We recognise that many students undertake paid employment. To achieve a sensible balance between work and study, you are advised to undertake paid work for no more than 15 hours per week in term-time.
UG Professional Programmes in the Faculty of Health Sciences
For these professional programmes, full time attendance is compulsory unless absence is formally approved. Academic activities are timetabled throughout the 5-day week and student workload is around 40 hours per week on average. Where possible, students in the early years are permitted Wednesday afternoons for sport and extra-curricula activities. This is usually not available in later years of professional programmes as when a student progresses through their curriculum there is an increasing exposure to clinical and professional activities. Students in clinic or on placements may need to stay later than core times of 08.00 – 18.00 or even overnight to observe out-of-hours activities. There may also be an occasional need to work or travel to clinical placements at the weekend. This increasing exposure to clinical activities means that students on these professional programmes often have longer term dates than the University standard. Individual years within programmes are likely to vary in length (for example because of the timings of placements) and further information on this will be found in individual programme information. Another important point to note is that many of the assessments sit outside the standard University examination timetable and are likely to be more frequent, meaning that students will need to engage in revision activities and self-directed learning (including when on clinical placements).
Health Sciences Assessment Statement
Please select the following link for a statement about assessment in the Faculty of Health Sciences. This is University of Bristol access only.
https://www.bristol.ac.uk/media-library/sites/health-sciences/chse/documents/FHS%20Assessment%20and%20Feedback%20statement%202021.pdf
Students studying across the different specialisms on the innovation degrees come together as a cohort to learn and apply design and systems thinking for digital and creative innovation and put it into practice their working in transdisciplinary project teams. Students in their second year expand on their understanding of how to design to meet real human needs, learning from past and present success and failure case studies to help them think about future opportunities. The transdisciplinary project work in the second year works with real world clients where students develop empathy for the people they are designing for, explore solutions, iterating to develop an unexpected range of possibilities, and create prototypes to take back to the client to test with real customers or users. In their third year students explore innovative and disruptive ideas, changing the way people live and work. Students will learn about different ways to generate ideas, ranging from brainstorming to crowd-sourcing, exploring project opportunities and creating prototypes to test with real people. Alongside this students will learn about different kinds of enterprise that can be used to take forward their ideas supported by mentors and coaches.
This is a transfer-only programme for students who are not able to progress onto the third year of the integrated master’s programme or who do not wish to complete the four year integrated master’s programme but wish to continue with a bachelor’s award.
Minimum requirement of pass mark 40% in each unit
Unit Name | Unit Code | Credit Points | Status | ||
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Key Concepts in Human and Physical Geography | GEOG10003 | 40 | Mandatory | TB-4 | |
Geographical History, Thought and Practices | GEOG10002 | 20 | Mandatory | TB-4 | |
Spatial Modelling: Introduction to Quantitative Geography | GEOG10006 | 20 | Mandatory | TB-4 | |
Design and Systems Thinking for Innovation | INOV10001 | 20 | Mandatory | TB-1 | |
Design Futures | INOV10006 | 20 | Mandatory | TB-2 | |
Certificate of Higher Education | 120 |
Unit Name | Unit Code | Credit Points | Status | ||
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Transdisciplinary Group Project 2: Solving Someone's Problem | INOV20002 | 20 | Mandatory | TB-2 | |
Innovation at Work | INOV20004 | 20 | Mandatory | TB-1 | |
Select 40 credit points from the list below. You should select 20 credit points from Teaching Block 1 units and 20 credit points from Teaching Block 2 units. | |||||
The Earth System | GEOG20003 | 20 | Optional | TB-1 | |
Fundamentals of Modern Glaciology | GEOG20004 | 20 | Optional | TB-1 | |
Floods and Flows in River Basins | GEOG20027 | 20 | Optional | TB-2 | |
Philosophy, Social Theory and Geography | GEOG25110 | 20 | Optional | TB-2 | |
Urban Geography - a Focus on Africa | GEOG20033 | 20 | Optional | TB-1 | |
Geographies of Work and Employment | GEOG20034 | 20 | Optional | TB-2 | |
Geographies of Nature | GEOG20029 | 20 | Optional | TB-1 | |
Oceans in a Changing World | GEOG20021 | 20 | Optional | TB-2 | |
Select 40 credit points from the options below. If you have selected two physical geography units in the list above you must select GEOG200031 Quantitative Research Methods for Physical Geography and GEOG20036 Lab and Field Research Methods for Physical Geography. If you have selected two human geography units in the list above you must select GEOG20032 Quantitative Research Methods for Human Geography and GEOG20037 Qualitative Research Methods for Human Geography. If you have selected one physical and one human geography unit from the list above you can select either the two physical geography methods units or the two human geography methods units | |||||
Quantitative Research Methods for Physical Geography | GEOG20031 | 20 | Optional | TB-4 | |
Lab and Field Research Methods for Physical Geography | GEOG20036 | 20 | Optional | TB-4 | |
Qualitative Research Methods for Human Geography | GEOG20037 | 20 | Optional | TB-4 | |
Quantitative Research Methods for Human Geography | GEOG20032 | 20 | Optional | TB-4 | |
As students are taking either GEOG20036 Lab and Field Research Methods for Physical Geography or GEOG20037 Qualitative Research Methods for Human Geography they may also go on the related Geography field trip on a non-credit-bearing basis (subject to timetabling and capacity constraints). | |||||
Diploma of Higher Education | 120 |
Unit Name | Unit Code | Credit Points | Status | ||
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New Creative Ventures | INOV30006 | 20 | Mandatory | TB-2 | |
Making Ideas Happen | INOV30007 | 20 | Mandatory | D | TB-2 |
Ideation for Innovation | INOV30008 | 20 | Mandatory | A | TB-1 |
Select 60 credit points from the list below. You should select 40 credit points from Teaching Block 1 units and 20 credit points from Teaching Block 2 units | |||||
Ice and Ocean in the Global Carbon Cycle | GEOG30014 | 20 | Optional | TB-1 | |
Future Climates | GEOG30016 | 20 | Optional | TB-2 | |
Migration and Development | GEOG30018 | 20 | Optional | TB-2 | |
Geographies of the Bioeconomy | GEOG30030 | 20 | Optional | TB-2 | |
Rural Asia | GEOG30031 | 20 | Optional | TB-1 | |
Climate forensics: Greenhouse gases in the atmosphere | GEOG30033 | 20 | Optional | TB-2 | |
Life, Sex and Death in an Age of Capitalism | GEOG30035 | 20 | Optional | TB-1 | |
Evolutionary Biogeography | GEOG30037 | 20 | Optional | TB-1 | |
Energy Geographies | GEOG30038 | 20 | Optional | TB-2 | |
Drylands in a Changing World | GEOG30039 | 20 | Optional | TB-2 | |
Environmental Risks and Disaster Risk Reduction | GEOG30041 | 20 | Optional | TB-2 | |
Sea Level: Past, Present and Future | GEOG30043 | 20 | Optional | TB-1 | |
Urban Inequality | GEOG30044 | 20 | Optional | TB-1 | |
Data Science for Geographers | GEOG30045 | 20 | Optional | TB-1 | |
Geography with Innovation (BSc) | 120 |
Unit Pass Mark for Undergraduate Programmes:
For details on the weightings for classifying undergraduate degrees, please see the Agreed Weightings, by Faculty, to be applied for the Purposes of Calculating the Final Programme Mark and Degree Classification in Undergraduate Programmes.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
Please refer to the specific progression/award requirements for programmes with a preliminary year of study, the Gateway programmes and International Foundation programmes.
All undergraduate degree programmes allow the opportunity for a student to exit from a programme with a Diploma or Certificate of Higher Education.
Integrated Master's degrees may also allow the opportunity for a student to exit from the programme with an equivalent Bachelor's degree where a student has achieved 360 credit points, of which 90 must be at level 6, and has successfully met any additional criteria as described in the programme specification.
The opportunities for a student to exit from one of the professional programmes in Veterinary Science, Medicine, and Dentistry with an Award is outlined in the relevant Programme Regulations (which are available as an annex in the Regulations and Code of Practice for Taught Programmes).
An Ordinary degree can be awarded if a student has successfully completed at least 300 credits with a minimum of 60 credits at Level 6.
The pass mark for the professional programmes in Veterinary Science, Medicine and Dentistry is 50 out of 100. The classification of a degree in the professional programmes in Veterinary Science, Medicine, and Dentistry is provided in the Regulations and Code of Practice for Taught Programmes.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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