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Programme code | 1INOV015U |
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Programme type | Single Honours |
Programme director(s) |
John Reeks (History contact)
Daniella Jenkins (Innovation) |
Faculty | Faculty of Arts |
School/department | Centre for Innovation |
Second School/department | Department of History (Historical Studies) |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | History (2019) (benchmark statement) |
Mode of study | Full Time |
Programme length | 3 years (full time) |
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 History with interdisciplinary breadth, creative teamwork and entrepreneurial skills. Students undertaking this course will spend 220CP of their time studying History 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.
History students are increasingly interested in entering into the sphere of 'public history' providers – e.g. the heritage industry - and we have developed a number of units to enable students to combine theoretical reflection with practical application. These students will not only gain much from the innovation units and interdisciplinary team working but will bring skills in critical thinking, researching in depth, an understanding of the long duration and not simply the immediate present, a deep understanding of the variety of human experiences over both time and space (critical in understanding audience and user experience) and abilities in communicating ideas effectively orally and in writing.
The programme aims to:
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Acquisition of historical knowledge and skills through lectures, seminars, tutorials, specially constructed historical skills units, directed reading and individual formative feedback. Independent research is fostered through supervised Projects connected to the Specials at each level of the programme. (B25, B26) Acquisition of knowledge and understanding for innovation, design and entrepreneurship occurs through lectures, workshops, seminars and tutorials (14-17). Workshops and demonstration to develop student practical innovation skills acquisition (14, 17) Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (14, 15 & 17). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (14, 15 & 17) |
Methods of Assessment | |
Range of essay writing skills (long and short). (B31) Student presentations Examinations (2hr unseen and 24hr seen) (B31) Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (14-17) Reflective accounts of practical work and learning (14-17) Iterative and agile practice based innovation and entrepreneurship challenges (14-17) |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Skills are acquired, practised and refined through participation in lectures and, in particular, engagement in seminars, written work of various lengths, and individual written and oral feedback from tutors. Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials (11-14). Workshops and demonstration to develop student practical innovation skills acquisition (11-14). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (11-14). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (11-14). |
Methods of Assessment | |
All units are assessed written coursework which requires the demonstration of a combination of these skills. Student presentations. 2 hour unseen and 24 hour unseen examinations. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (11-14) Reflective accounts of practical work and learning (11-14) Iterative and agile practice based innovation and entrepreneurship challenges (11-14) |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Written communication skills are acquired, refined and practiced through the production of essays/projects and individual written and oral feedback from tutors. Seminars and tutorials are used to develop oral communication by requiring students to engage in class discussions and to make oral presentations. Specially devised skills units at levels C and I. Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials (12-17). Workshops and demonstration to develop student practical innovation skills acquisition (12-17). Innovation challenges to develop students’ skills in practical innovation and entrepreneurship (12-17). Innovation project supervision and design challenge mentoring meetings to provide formative feedback (12-17). |
Methods of Assessment | |
Some units require oral class presentations to a satisfactory standard to gain CPs. IT skills are assessed within the level C skills unit. The ability to locate and access sources is required in all written work. Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations (12-17) Reflective accounts of practical work and learning (12-17) Iterative and agile practice based innovation and entrepreneurship challenges (12-17) |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level C/4 - Certificate |
Students are expected to acquire the foundations on which to develop appropriate expertise in line with the aims and objectives of the programme. They will acquire familiarity with the main themes and concepts of historical study in three main fields (drawn from medieval, early modern, modern British & European and world history). Through the skills unit (Reading and Writing History) students will be introduced to the methodology of historical enquiry (including IT) and through the Special Topic, will be introduced to key issues in historical research. Students will be introduced to the defining features, terminology and conventions of historical scholarship and, in their the Project will take the first steps towards independent research. Here the expectation is that their work may require substantial direction and guidance on the development of study skills from tutors. 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 |
In Year 2 students are expected to expand the range and depth of their knowledge in core areas of the discipline, develop their capacity to evaluate material using a variety of critical perspectives and develop their written and oral communication skills. Students will have the opportunity to consolidate what they have learned in year one and to use their knowledge, understanding and skills to evaluate critically and formulate evidence-based arguments. Students will extend their analytical skills and their ability to structure their work and present it fluently. They will be encouraged in group work skills through active participation in seminars and they are expected to develop their capacity for self-directed learning (for example, through the researching and writing of essays and coursework assignments). Through Rethinking History students will be familiarised students with the diversity and richness of historical writing today, become able to deal with historiographical issues, and be introduced to a variety of sub-disciplines (eg, cultural history) that underpins the range of current and past historical study. The unit will equip students with the conceptual tools they need to develop further their understanding of particular topics and to strengthen their capacity to make connections between the different areas of their studies. The Lecture Response units will be interactive and students will be expected to develop the ability to contribute in a variety of ways, in their Special Field students will develop their research skills through a focus on primary sources, and in their projects they will further develop their independent research abilities. 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 History 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 broaden and deepen their knowledge, and to apply relevant conceptual and methodological approaches to more complex historical issues. Students will be encouraged to develop greater independence both as learners and in their own critical judgements and to reflect both on the nature of history as a discipline and their own progress as historians. At the same time, work is more research orientated and requires more independent study based on primary source materials. Working with staff on areas closely linked with their research students will be expected to develop further their ability to gather, assimilate and synthesise information from diverse sources, and to engage in sophisticated critical evaluation of historical texts. Building on the preparatory work in levels C and I students will undertake an extended independently conceived and researched Dissertation based on primary sources. Students will be expected to present work which meets the highest standards of historical scholarship. 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. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
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.
UG Workload Statement
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. 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 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.
Professional Programmes
Many undergraduates in the Faculty of Health Sciences will be following the professional programmes of:
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-curriculum activities. This may not be available in later years of professional programmes as when a student progresses through the curricula 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. 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 regulations. Another important point to note is that many of the assessments sit outside of the standard University examination timetable and are likely to be more frequent meaning that students will more oftentimes be engaged in revision activities and self-directed learning.
Faculty of Health Sciences
Faculty Assessment and Feedback Statement for Undergraduate Students. University of Bristol access only.
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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Approaching the Past | HIST13015 | 20 | Mandatory | TB-1 | |
Design and Systems Thinking for Innovation | INOV10001 | 20 | Mandatory | TB-4 | |
Transdisciplinary Group Project 1: Being Human | INOV10002 | 20 | Mandatory | TB-4 | |
Students choose 20 credit points from the following: | |||||
The Early Modern World: The British Isles | HIST10063 | 20 | Optional | TB-1 | |
The Early Modern World: Europe and the Wider World | HIST10065 | 20 | Optional | TB-1 | |
The American Century | HIST10044 | 20 | Optional | TB-1 | |
War and Society | HIST10045 | 20 | Optional | TB-1 | |
Modern Revolutions | HIST10067 | 20 | Optional | B | TB-1 |
Students choose 20 credit points from the following: | |||||
Gender in the Modern World | HIST10069 | 20 | Optional | TB-2 | |
'Fight the Power': Democracy and Protest | HIST10068 | 20 | Optional | TB-2 | |
Slavery | HIST10046 | 20 | Optional | TB-2 | |
Students choose 20 credit points from the following: | |||||
The Medieval World: The British Isles | HIST10064 | 20 | Optional | TB-2 | |
The Medieval World: Europe and the Wider World | HIST10066 | 20 | Optional | TB-2 | |
Certificate 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 |
Special Subject: Choose 20 CP from this list: | |||||
Bristol and Slavery (Level H Special Subject) | HIST30078 | 20 | Optional | TB-1 | |
Kingship and Crisis during the Wars of the Roses. (Level H Special Subject) | HIST37011 | 20 | Optional | TB-1 | |
The Age of the Human | HIST30103 | 20 | Optional | TB-1 | |
Dark Pasts: Modern Histories of Night in Britain and North America | HIST30132 | 20 | Optional | TB-1 | |
The Mass Media in Modern Britain | HIST30133 | 20 | Optional | TB-1 | |
Red Power and Beyond: American Indian activism since 1944 | HIST30128 | 20 | Optional | A | TB-1 |
Aftermath: The Wake of War, 1945-1949 | HIST30106 | 20 | Optional | TB-1 | |
Constructing the Other | HIST30107 | 20 | Optional | TB-1 | |
Rage against the Machine: Technology and Anti-Technology in Modern Britain | HIST30138 | 20 | Optional | A | TB-1 |
Once Upon a Crime: Law and Popular Cultures in the Age of Empire | HIST30137 | 20 | Optional | A | TB-1 |
Race and Resistance in South Africa (Level H Special Subject) | HIST37010 | 20 | Optional | TB-1 | |
Voices of the People: Choose 20 CP from this list | |||||
Britain's Long Nineteenth Century, 1789-1914 | HIST30120 | 20 | Optional | TB-1 | |
Memory | HIST30113 | 20 | Optional | TB-1 | |
Picturing the Twentieth Century | HIST30114 | 20 | Optional | TB-1 | |
Big Ideas: Choose one 20 CP TB2 unit from this list or one 20 CP TB2 unit from History at Work list | |||||
Race | HIST30117 | 20 | Optional | TB-2 | |
Sexualities | HIST30118 | 20 | Optional | TB-2 | |
Capitalism | HIST30115 | 20 | Optional | TB-2 | |
History at Work: Choose one 20 CP TB2 unit from this list or one 20 CP TB2 unit from Big Ideas list | |||||
Horrible Histories And All That | HIST30119 | 20 | Optional | TB-2 | |
Global Empires | HIST30122 | 20 | Optional | TB-2 | |
Millennial Britain | HIST30125 | 20 | Optional | TB-2 | |
History with Innovation (BA) | 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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