2015 - 2016 … · 2015 - 2016 Teaching, learning and assessment handbook if you require any part...

Ecological DEsign Thinking

Tel: +44 (0)1803 865934www.schumachercollege.org.uk

2015 - 2016Teaching, learning and assessment handbook

if you require any part of this student handbook in larger print, or an alternative format, please contact: Postgraduate administratorTel: 01803 847231E-mail: [email protected]

2 www.schumachercollege.org.uk

Contents

1.0 Welcome and introduction to Ma / Pg Dip / Pg cert Ecological Design Thinking 31.1 introduction to the Programme 41.2 Programme Partners 51.3 The Postgraduate learning Journey 7

2.0 course contacts 92.1 Teachers 92.2 support staff 16

3.0 Programme structure and Pathways 173.1 curriculum outline 173.2 core modules 183.3 studio modules 183.4 Dissertation 18

4.0 course Resources 18

5.0 Enhancement activities 19

6.0 Employment and Progression opportunities 20

7.0 Teaching, learning and assessment 217.1 introduction to assessment methods and guidelines 217.2 core and studio Module assessment 217.3 Dissertation assessment 22

8.0 indicative Programme assessment schedule and hand in Process 238.1 Timetable for Programme and submission of assessment Projects 238.2 hand-in Dates 238.3 summary Dissertation calendar 258.4 assessment Flowchart 26

9.0 submission of assessed Work 27

10.0 Return of assessment and Feedback 27

11.0 assignment Feedback Form Example 28

12.0 Referencing guide 29

13.0 External Examiners 29

14.0 Programme Details 3014.1 core Modules 3014.2 studio Modules 3614.3 Dissertation 40

aPPEnDiX a:Dissertation guidelines, submission information. Ethical approval information and application Form. 42

3Tel: +44 (0)1803 865934


1.0 Welcome and introduction to Ma / Pg Dip / Pg cert Ecological Design Thinking

Welcome to this, the second year of our postgraduate programme Ecological Design Thinking. The ability to design, and then create, is one of humanities’ greatest innovations but it needs to be directed at the challenges we currently face. Work with natural patterns, embracing all living systems, nurturing the conditions in which all can live well on a finite planet, and design really could change all of our lives for good.

As passive ‘consumers’ we have become increasingly disconnected from our own abilities, from one another, and the ecosystem we are part of. It has long been understood that gross consumption generally leads to more waste production and pollution, while disproportionately benefitting those who already have most. A focus on economic growth tends to increase the problems of poverty and social inequality and does not necessarily lead to more happiness or enhance those factors which add to the quality of our lives. It is time to do something about it, and ecological design thinking can help catalyse that process.

This is the world’s only postgraduate design thinking programme that begins with an immersion in Gaian science, phenomenology and complexity theory, asking how we can re-imagine the way that we live and organise to be in alignment with the design principles of healthy living systems. We are very much looking forward to working with you, our second cohort of students, and a wide range of innovative thinkers and practitioners to meet this challenge.

You will learn collaboratively through seminars, workshops, and conversations, outdoors, in studios with local partners and around the coffee table. This will be a truly immersive learning process. Over the course of our journey together, we will focus on the skills and approaches you will need to encourage and facilitate others in groups and collectives, to address problems through a new ecological and social lens. Much of the work will be carried out in groups exploring problems of a wide range of types, large and small, current and future oriented, ranging from food production to urban transformation and even the finance system.

For 25 years, Schumacher College has been pioneering radical new thinking in design, attracting participants and inspirational teachers from around the globe. Now we are collaborating with the School of Architecture, Design and Environment at Plymouth University, the School of Design at Carnegie Mellon University, USA, and the Transition Network to offer a postgraduate programme in Ecological Design Thinking. The aim is to inspire, skill and support a new generation of design activists and thinkers to catalyse the transition to a future where we use far less of the Earth’s resources, and where all can flourish.

Together, we will guide the programme, inviting in a range of experts, artists, activists and academics as visiting teachers. We will be there to support your learning journey, collectively and individually, and will be working with you to ensure this pioneering programme meets your aspirations and helps create a platform for your ongoing life journey as an effective and empowered change agent. Good luck and we very much look forward to sharing this learning journey with you.

seaton Baxter, Mona nasseri and Ruth Pottscore Faculty of the Ecological Design Thinking programme


This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Teaching, Learning and Assessment Handbook contains important information including:• Who will be teaching and providing support to you• Details of your programme of study and assessment including feedback.• Course resources• Submission details including hand-in dates• Dissertation guidelines and information on ethical approval• Ethical Approval application form

note: the information in this handbook should be read in conjunction with the current edition of the Schumacher College Student Handbook and Plymouth University Student Handbook 2015/16. You will receive a hard copy of the Schumacher College Handbook and can also access it on the College Virtual Learning Environment (VLE) and the Schumacher College website. The Schumacher College Handbook contains student support based information on issues such as finance and studying in H.E along with the University’s Student Handbook available here: https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Programme Quality Handbook available on the VLE.

1.1 introduction to the ProgrammeThe postgraduate programme in Ecological Design Thinking is about creating a cohort of ecological design thinkers and practitioners able to respond to the ecological, social, economic and ethical challenges of the 21st century.

The challenges facing society that this programme will address include: • The triple crunch of climate change, financial crises and ecological limits to growth; • The crises in ecosystem health and social well-being across the globe;• The inter-connected nature of these crises and how they are systemically linked

In exploring these challenges, the course will offer significant opportunities for the identification and development of strategies for transformation and sustainable change at a range of scales.

The philosophy and ethos of the programme is rooted in an ecological and systemic approach within the unique holistic learning model of Schumacher College. It provides a critique of the current economic growth model and explores practical, solutions-orientated pathways to low carbon, high well-being and resilient economies, exploring a range of new economic tools that can be used for transformation. From this foundation, we will develop the student’s knowledge and understanding of the principles and practices of Ecological Design Thinking to enable them to develop key insights into potential transition pathways for communities to low carbon, high well-being and resilient places and systems.

The programme will:• Develop the student’s knowledge and understanding of the principles and practices of Ecological

Design Thinking to enable them to work collaboratively to develop transition pathways for communities to low carbon, high well-being and resilient places and systems;

• Acknowledge and develop the whole person as a participant in the co-creation of these transition pathways;

Programme Specification

https://www.plymouth.ac.uk/your-university/governance/student-handbook

https://www.plymouth.ac.uk/your-university/governance/student-handbook

5Tel: +44 (0)1803 865934


• Develop and enhance the individual’s cognitive/intellectual skills; key transferable skills; and practical skills for sustainable living, livelihood and engaged ecological citizenship.

The course will help to create a global network of design educators and practitioners able to respond dynamically to pressing economic, social and ecological challenges. There will be a particular focus in the studio sessions on the design of settlements and the connected ecological and social systems and services. Students will have the option of applying practices and insights to a wider range of systems in the dissertation module. Taught elements will include input from leaders in the fields of ecological design, ecology, climate change, new economics and social change from around the world.

Ecological Design Thinking contributes to and enhances a vibrant college-wide enquiry into sustainable living, in collaboration with staff and students on the college’s postgraduate programmes in Holistic Science and Economics for Transition, as well as its wide-ranging short course programme.

1.2 Programme Partners The postgraduate programme in Ecological Design Thinking was developed and is offered in association with the School of Architecture, Design and Environment at Plymouth University, with input from the Carnegie Mellon School of Design and the Transition Network. This collaborative structure provides students with a unique opportunity to study with leading thinkers and academics, activists and practitioners in the field from a range of different perspectives.

Schumacher College http://www.schumachercollege.org.uk/ Schumacher College has 25 years of experience in transformational education: the postgraduate programme in Ecological Design Thinking builds on the foundations laid by the internationally renowned short course programme and postgraduate programmes in Holistic Science and Economics for Transition.

Seaton Baxter, Ruth Potts and Mona Nasseri will lead and coordinate the programme from Schumacher College and will also teach on the core modules along with a wide range of visiting teachers. Other members of the Schumacher College faculty who will teach on the programme are Stephan Harding, Philip Franses, Julie Richardson, Jonathan Dawson and Tim Crabtree. (Details on the backgrounds and areas of specialisation of all faculty and visiting lecturers can be found in section 2.1)

School of Design, Architecture and Environment, Plymouth University http://www5.plymouth.ac.uk The postgraduate programme in Ecological Design Thinking is accredited by Plymouth University, which has a focus on ethical business and social enterprise and has embedded sustainability across its operations. Plymouth University is one of the leading modern universities in the UK, ranked in the top seven institutions under the age of 50 by Times Higher Education. Awarded the Queen’s Anniversary Prize for Higher and Further Education in 2012 for marine and maritime teaching and research, it has won numerous awards and accolades, and is the only university in the world to be awarded the Social Enterprise Mark.

http://www.schumachercollege.org.uk/

http://www5.plymouth.ac.uk


The University’s 30,000 students, which include those at partner colleges across the South West, are enrolled on courses from farming to pharmacy, business to biology, and design to dentistry. And the 12,000 paid internships provided every year for its students is just one of the many ways that Plymouth University helps students to develop new skills and graduate ready-for-work. Plymouth University has invested more than £150 million in its campus over the past seven years and is the first modern university to launch a medical school. Through its £100 million network of support facilities and services, Plymouth University is growing hundreds of businesses across the region and beyond. Plymouth University leads on the first studio module in the Programme, but Simon Bradbury will also provide input to studio sessions throughout your time at Schumacher College. Roberto Fraquelli is the Plymouth University Link Tutor for the programme and is responsible for the identifying secondary supervisors for your dissertation.

Carnegie Mellon School of Design http://design.cmu.edu/ Core staff of the Carnegie Mellon School of Design have been involved with designing the programme and will provide a number of the key teachers, including, Terry Irwin, Head of the School. Carnegie Mellon’s School of Design is one of the oldest and most respected programs in North America, with a rich history in Product (Industrial) Design, Communication (Graphic) Design, Interaction and Service Design. It is one of the only leading programs to offer design degrees at the undergraduate, graduate and doctoral levels within a multi-disciplinary, multi-cultural research university. New programmes at the school provide students with an understanding of the complex issues facing us today and the ability to work collaboratively in trans-disciplinary teams, which is fundamental to designing for complex problems.

Transition NetworkTransition Town Totnes, located just two miles from Schumacher College, was the first Transition Town in what is today a rapidly growing international movement. Pioneers from TTT regularly visit the College and have taught on short courses and the postgraduate programmes. As the Transition movement has spread throughout the UK, Europe and far beyond, the Transition Network (TN) has emerged as a growing social movement supporting communities worldwide to develop and implement action plans towards becoming low carbon and resilient communities, organisations and businesses. Rob Hopkins, who will teach on the course, is one of the co-founders of Transition Town Totnes. A number of other people involved in the Transition initiative will also host internships in Module SCH5425.

http://design.cmu.edu/

7Tel: +44 (0)1803 865934


1.3 The Postgraduate learning Journey

The programme is intended to:

Develop the student’s knowledge and understanding of the principles and practices of Ecological Design Thinking to enable them to work collaboratively to develop transition pathways for communities to low carbon, high well-being and resilient places and systems;

Acknowledge and develop the whole person as a participant in the co-creation of these transition pathways;

Develop and enhance the individual’s cognitive/intellectual skills; key transferable skills and practical skills for sustainable living, livelihood and engaged ecological citizenship.

In order to achieve these aims, the programme has developed specific learning outcomes, which are covered in more detail in the module descriptions in section 14

In keeping with the holistic learning ethic at Schumacher College, students are encouraged to explore not only new intellectual concepts and models but also, and in parallel, to embark on an inner journey of transition. This involves explorations on two levels. The first is an investigation into how existing belief systems and worldviews are challenged by the experience of being a member of the learning community at Schumacher College. In many cases, this involves a process of ‘unlearning’ previous belief systems to make way for the new.

The second involves the creation of a personal transition plan. The aim of this exploration is to arrive at greater clarity about where and how the students can be of greatest service in their work, find greatest satisfaction and contribute to a genuine process of change. This journey involves an exploration of areas of dissonance between values, lifestyle and the paths that the students have chosen in their lives to date.

A variety of tools will be placed at the disposal of the students to help them synthesise their outer and inner journeys of transition. These include tools for reflective practice and action, sessions exploring various modes of learning (analytical, sensory, emotional, and intuitive), and creative, artistic and experiential ways of working and playing.

An overview of learning and teaching methods employed on the programme is provided in the table overleaf...


Teaching & learning Methods

Description, Rationale and Examples

Presentations Presentations and workshops by faculty and visiting teachers provide students with practical approaches, knowledge, theories and methodologies from experts in the field. These are supplemented by reading lists, embedded in further practical workshops, visualization exercises and complemented by audio visual materials.

Design Workshops

These encourage the proactive development of design solutions to particular problems that have been identified in the design project and link them to relevant theories and practices.

Design Tutorials

These individual and group discussions allow students to discuss project specific issues and receive feedback on the progress of their design project.

Tutorials Individual tutorials allow students to discuss specific projects, respond to feedback and reflect on learning and practice.

Design reviews (crits)

Students and tutors in groups provide interim feedback on projects enabling a group discussion on the progress of work. It supports developing presentation skills that link visual and verbal communication.

seminars Students present their own work with the support of the group. Encourages active learning, communication skills and peer-to-peer learning.

Tutorials Individual tutorials allow students to discuss a specific project, respond to feedback and reflect on learning, skills and practice.

case studies & Field Trips

Individual tutorials allow students to discuss a specific project, respond to feedback and reflect on learning, skills and practice.

simulations, Exercises & Role Play

Encourages pro-active learning through experience; provides opportunities to experiment with a range of practices, link theory to practice and engage with different perspectives. Exercises develop skills in applying visual and analytical tools, methods and research methodologies.

independent study

Independent project work, practice, facilitation and reading enables students to develop skills in working autonomously and to identify, plan and carry out a project.

coursework, Research & Dissertation Feedback

Students are given the opportunity for individual feedback from tutors on projects in progress, draft essays and other work before submission for assessment. This enables students to respond to feedback, develop knowledge and critical skills; as well as refining communication skills.

student presentations

Develops skills in communication, debate, dialogue and teamwork as well as providing opportunities for peer-to-peer learning and engaging with different perspectives.

learning Journal

Students keep a multimedia journal to relate learning to their own experience. Enables students to actively engage with the holistic learning model at Schumacher College (intellectual, intuitive, emotional, ethical and practical).

9Tel: +44 (0)1803 865934


2.0 course contacts

2.1 Teachers

schumacher college FacultyProfessor seaton Baxter is a leading figure in ecological design and received his OBE for his services to the Scottish environment. Founder of the ‘Centre for the Study of Natural Design’ at the University of Dundee he has successfully supervised a wide range of masters and doctoral students many of whom have gone onto to make significant contributions across the ecological design field. Seaton established his name as a leading thinker and practitioner on the design of agricultural buildings and facilities for animal welfare, waste management and low carbon systems. He has a long standing interest in building conservation and rurality.

Mona nasseri has a Doctorate and Master’s degree in Design from the University of Dundee and BA in Crafts from the Tehran Art University. She was a member of the Craft team in Duncan of Jordonstone and also the Centre for the Study of Natural Design where she first met Professor Seaton Baxter. This was the beginning of a long collaboration with Seaton, first as a PhD student and later as a research assistant, which brought her to Schumacher College. Mona’s research focuses on patterns of transformation in humans as bio-socio-cultural beings. She has a particular interest in the role of perception and embodied knowledge in such transformation. Her PhD explored the interface of self, craft and sustainability.

Ruth Potts co-ordinated the development of the MA in Ecological Design Thinking at Schumacher College and is part of the teaching team. She is a co-founder of bread, print & roses, a collective engaged in seditious pamphleteering, radical walking, anarchist baking and transformative education. Previously, Ruth was Campaign Organiser for the Great Transition at nef (the new economics foundation) where she co-developed a new model of campaign designed to kick-start the decade -long transition to a new economy and society. She is the co-author of The New Materialism, covered by the Guardian, The Daily Telegraph and the Financial Times, and a co-author of nef’s Clone Town Britain reports. Ruth helped to organise the Green New Deal Group in 2007 and managed the launch of the Group’s First report, A Green New Deal, in July 2008. The concept was subsequently taken up by UNEP, and influenced policy around the globe. She is a trustee of the Pioneer Health Foundation, the pioneering holistic model of health that influenced the World Health Organisation. She brought together and co-hosts eco-feminist collective: the Hoydens, co-created and curated a series of events about the joy and intelligence of craft at the School of Life: Practitioner’s Parlour, and more recently helped to devise a series of poetry events celebrating unusual spaces and liminal places: ‘Somewhere in Particular.’

David sanchez is an industrial designer specialised in Eco-technology. He has worked as a lecturer at the MSc Programme in Industrial Design at UNAM Mexico. He is the co-founder of Biomimicry UK, a collaborative platform that provides nature-inspired solutions to understand and solve the challenges we are facing in the 21st century. As a researcher at the University of Dundee, he developed new educational methodologies and design tools to facilitate nature-based learning. His interests are based on the critical analysis of concepts such


as biophilia, biomimicry and resilience thinking that are helping to promote ethical behavioural change towards a new Bio-Civilisation.

Dr stephan harding FLS oversees the MSc Holistic Science, and will teach on the Ecological Design Thinking programme. Stephan was born in Venezuela in 1953 and came to England at the age of six. Since childhood Stephan has had a deep fascination with the natural world, and his scientific cast of mind led him to do a degree in Zoology at the University of Durham and then a doctorate on the behavioural ecology of the muntjac deer at Oxford University. He has been involved in ecological research, expedition and teaching in Zimbabwe, Peru, Venezuela and Costa Rica.

Stephan became a founder member of Schumacher College in 1990. The College’s first teacher was James Lovelock, with whom Stephan has maintained a long-lasting friendship and scientific collaboration that culminated in their joint appointment as chair holders of the Arne Naess Chair in Global Justice and the Environment at the University of Oslo. Stephan lives on the College campus with his wife Julia Ponsonby and their son Oscar, and is the author of Animate Earth: Science, Intuition and Gaia published in 2006

Philip Franses is a lecturer in complexity and holistic science at Schumacher College. Born in 1958 in England, Philip studied mathematics at New College Oxford from 1976 to 1980. Academia’s dull explanation of the world inspired him on a counter-journey into the depths of experience, travelling and a re-sensitisation to quality. In 2005, after a fifteen-year career designing intelligent software, Philip had a chance encounter with Satish Kumar and was moved to come to Schumacher as an MSc student. Here he was especially inspired by the work and scientific approaches of Goethean scientist Henri Bortoft, the physicist Basil Hiley and the late Brian Goodwin, professor of biology.

Philip now runs local workshops in Goethean science, has begun the forum Process and Pilgrimage (inaugurated in 2009 at Birkbeck College) and is working in partnership with Aboca herbal health company, restoring the whole herb as the qualitative source of health.

Tim crabtree has been actively involved in the development of Community Enterprise and Co-operative Economic Systems since the 1980’s, when he was one of the first coordinators of the new economics foundation. He is an experienced social enterprise advisor, working with a range of initiatives such as development trusts, city farms, arts organisations and community nurseries. He developed and worked for one of the south west’s leading social enterprises – the Wessex Reinvestment Trust group, which is a community development financial institution. The Wessex group has pioneered the development of new financial mechanisms including community share issues – Wessex Community Assets has registered 39 organisations as industrial and provident societies using specially developed rules, and assisted 19 of them to raise £3.2 million in aggregate. Another Wessex company provides home improvement loans in partnership with 19 local authorities and has over £3 million out on loan. Tim was also the founder of Local Food Links Ltd, one of the UK’s most prominent community food enterprises. With Local Food Links, Tim set up Dorset’s first Farmers’ Markets, the UK’s first Local Food Centre, and an ethical catering enterprise serving meals to children at 23 schools. Recently, Tim has also been involved in the development of Bridport Renewable Energy Group CIC and Bridport Energy Services Ltd, an industrial and provident society. He is also a founder director of Bridport Area Development Trust, which is involved in two asset transfer projects.

Julie Richardson has over 20 years international experience working across a range of sectors and organisations covering different aspects of sustainable development in Africa, Asia, Latin America and Europe. She has taught at the undergraduate and postgraduate levels at the University of London and in the African and Asian School at the University of Sussex.

More recently she has worked as a senior environmental policy advisor to the Prime Minister’s Strategy Unit and as Principal Sustainability Officer for Jonathon Porritt’s Forum for the Future. Here her work

11Tel: +44 (0)1803 865934


included advising the business sector on how to incorporate sustainability issues into their corporate strategy including measuring and reporting their wider social and environmental impacts. In 2005, Julie was awarded an MSc Holistic Science (with distinction) at Schumacher College and since then has undertaken a range of projects to show how new thinking in science can be applied to sustainable development. This includes setting up a programme to attract social and environmental enterprises to the Dartington Estate (where Schumacher College is based) to demonstrate industrial ecology in practice. Julie has published widely, including her most recent co-authored book, The Triple Bottom Line: Does It All Add Up? The book highlights a fresh approach to organisational performance that takes account of environmental, social and economic impacts. Julie Richardson was also a Trustee of the Transition Network in its start-up phase.

Jonathan Dawson is a sustainability educator and activist until recently based at the Findhorn Foundation in Scotland, where he taught human ecology and applied sustainability studies. He is a recent President of the Global Ecovillage Network and has published widely both on Eco villages and other sustainable community initiatives.Jonathan has spent much of the last 20 years involved in development work in Africa and South Asia, as a researcher, author, project manager and consultant, working primarily in the field of small enterprise and community economic development. He has worked for clients as diverse as the World Bank, the United Nations and numerous bilateral development agencies and NGOs, including the organisation created by E.F. Schumacher, Intermediate Technology Development Group (recently renamed Practical Action).

Plymouth University Facultysimon Bradbury. (Teaching Faculty) is a Lecturer in Sustainable Design at the University of Plymouth. His research interests are investigating the relationship between Architecture and environmental performance and individual buildings with the wider urban system. He has a background in industry and government. In government he worked at the Commission for Architecture and the Built Environment (CABE) where he was responsible for large scale issues of sustainable place making and managed a programme of support with the 8 core cities in the UK advising them on adaptation and mitigation strategies on large regeneration projects. He is a registered Architect with over 10 years’ experience and has worked for internationally recognised Architecture and urban design practices. He was responsible for the design of a number of award winning projects ranging in scale from large master planning projects to individual houses. He has experience working in low energy housing with a focus on reducing the performance gap between design and completion. Simon sits on the UK Green Building Council Task Group for Sustainability Training and Education Programme, Plymouth City Council’s Housing strategy group and Transform South Yorkshire Delivering Design Quality steering group.

Roberto Fraquelli (Link Tutor) is a Professor of Design and head of 3D Design at the School of Architecture Design and Environment at Plymouth University. With over 20 years of professional practice Roberto has designed products, environments and experiences for clients including PRADA, Shell, Procter & Gamble, BBC, LEGO and LGE. He holds a number of international design awards and his work has been featured in Domus, Business Week, Design Week, The


Observer, New Design, and he has appeared on BBC Innovation Nation programme. His current research interest on Holistic design focus on 4 interrelated themes (i) design awareness and design matters, (ii) design practice and the artisan’s skills, (iii) design thinking as a strategic tool and, (iv) design by way of philosophy.

Transition network FacultyRob hopkins is co-founder of Transition Town Totnes and the Transition Network. He has many years’ experience in education, teaching permaculture and natural building, and set up the first 2-year full-time permaculture course in the world in Kinsale, Ireland, which was also the first community to develop an Energy Descent Action Plan. Furthermore, Rob set up the Hollies Centre for Practical Sustainability in Ireland. He is author of The Transition Handbook and The Transition Companion, and publishes www.transitionculture.org, recently voted the 4th best green blog in the UK.

Frances northrop is the Transition in Action manager at Transition Town Totnes, with overall responsibility for internal management, income generation and strategic influencing. Her background is in community development and social enterprise with a strong track record in successful business development for community based charities and enterprises. She is leading the Transition Town Totnes ‘Care Town’ initiative and is on the board of Atmos.

carnegie Mellon facultyTerry irwinTerry Irwin is the Head of the School of Design at Carnegie Mellon University and has been teaching at the University level since 1986. She has been an adjunct professor at Otis Parsons, Los Angeles, California College of the Arts (1989-2003), San Francisco and the University of Dundee, Scotland. She has also guest taught and lectured widely in North America and Europe. Terry was a founding partner of the San Francisco office of the international design firm, MetaDesign where she served as Creative Director from 1992 - 2001. In 2003 Terry moved to Devon, England to do a Masters Degree in Holistic Science at Schumacher College, an international centre for ecological studies and joined the faculty there in 2004. In 2007 she moved to Scotland to undertake PhD studies at the Centre for the Study of Natural Design at the University of Dundee, Scotland. Terry’s research explores how living systems principles can inform a more appropriate and responsible way to design. Terry holds an MFA in Design from the Allgemeine Kunstgewerbeschule in Basel, Switzerland.

gideon kassof is a social ecologist and design theorist. The concept of transition design was first developed by Gideon Kossoff in a chapter called ‘Holism and the Reconstitution of Everyday Life: A Framework for the Transition to a Sustainable Society’ in the book, Grow Small, Think Beautiful: Ideas for a Sustainable World from Schumacher College, edited by Stephan Harding.[13] This chapter was a summary of Kossoff’s PhD thesis, also entitled Holism and the Reconstitution of Everyday Life (2011).[14] The term ‘transition design’ has since been adopted by the Carnegie Mellon School of Design and incorporated into its curriculum as one of three areas within which design is taught and researched at the undergraduate, graduate and doctoral levels (Design for Service, Design for Social Innovation and Transition Design). Professor Terry Irwin, Head of the School of Design at Carnegie Mellon University and Dr. Cameron Tonkinwise, Director of Design Studies and Chair of the doctoral program, with Dr. Gideon Kossoff, a social ecologist and design theorist, together have developed a framework which organizes transition design into four mutually influencing areas: Vision for Transition; Theories of Change; Posture/Mindset and New Ways of Designing

Visiting TeachersEnzio Manzini began his career at the Politecnico di Milano where he studied and later went on to teach. During his time at the college, Manzini worked on several international research projects including co-ordinating the Unit of Research DIS – Design and Innovation for Sustainability, the Doctorate in Design and, later, DES: (Design dei Servizi) the Centre for Service Design in the Indaco (Industrial Design, Arts, Communication Department). Best known for his work in the field of design for sustainability, Manzini

http://www.transitionculture.org

13Tel: +44 (0)1803 865934


specifically focused on social innovation, considered as a major driver of sustainable changes, and on what design can do to support it. To further this, he founded and coordinated DESIS, an international network of schools of design and other design-related organisations specifically active in the field of design for social innovation and sustainability. In addition to his continuous involvement in the design for sustainability arena, Manzini has explored and promoted design in different fields, including, Design of Materials in the 1980s; Strategic Design in the 1990s (creating a Masters Degree Course in Strategic Design in the Politecnico in Milan); and since 2000 starting specific courses in Service Design. Manzini has received honorary titles in several countries including Honorary Doctor of Fine Arts at The New School of New York and at Goldsmiths College, University of London; Honorary Professor at the Glasgow School of Art; Fellow at the Australian Centre for Science, Innovation and Society at the University of Melbourne.

Tom crompton has worked in the environment movement for fifteen years. For the first ten, he worked on environment policy, but now he works with social psychologists and political scientists to explore the cultural values that underpin public expressions of social and environmental concern. Tom holds a doctorate in evolutionary biology from the University of Leicester. He is author of “Weathercocks and Signposts: The Environment Movement at a Crossroads” (2008), “Meeting Environmental Challenges: The Role of Human Identity” (with Tim Kasser, 2009) and “Common Cause: The Case for Working with Our Cultural Values” (2010).

Pat conaty worked as a researcher at nef (the new economics foundation) for eight years, becoming a nef fellow in 2007. Educated at the University of California with a degree in Political Economy, Pat is an Honorary Research Fellow at the University of Birmingham, a Research Associate at the University of Salford and an Executive Director of Rebuilding Society Network, a social enterprise in Mid Wales. Formerly the Development Director of Birmingham Settlement, an inner city community regeneration organisation, Pat played a pioneering role in setting up several social enterprises fostered there: including Business Debtline and the Aston Reinvestment Trust - the first mutually owned, local Community Development Finance Institution (CDFI) in Britain. He worked for many years in the debt advice field as Director of Money Advice Services for Birmingham Settlement and he is a founder and former Executive Director of the UK Social Investment Forum - the national association of socially responsible investment organisations. Pat also works as a community development finance trainer and consultant with NACUW (National Association of Credit Union Workers) and is a Director of Land for People - the Community Land Trust network for rural Wales and Shropshire

Robin Murray is an industrial economist. He was educated at Balliol College, Oxford, and at the London School of Economics. He joined the London Business School, where he lectured in Economics, and then moved to the Institute of Development Studies, the national centre for the study and teaching of development at the University of Sussex, where he was a Fellow for 20 years. His work as a consultant on industrial and development issues led him to the conclusion that there was a major role that could be played in achieving social goals by mission driven third sector companies. In the field of development he co-founded Twin and Twin Trading in 1985, working with and establishing farmer’s co-operatives. Robin has also developed a range of new ventures in


the environmental field. His interest here is in the economy of distributed systems, and their potential for environmental and social sustainability. He co-founded the environmental partnership Ecologika, whose members work in the fields of waste, energy, transport, food and health. From 2004-5, Robin was seconded to the Design Council as Director of RED, its innovation unit, where he led the team working on new forms of health care.

David Boyle is a fellow of nef (the new economics foundation) and a co-founder of the New Weather Institute. David has been a guest lecturer on the MA in Economics for Transition at Schumacher College since its inception in September 2012. David has lectured widely at conferences and workshops including: History of monetary reform, Schumacher College (2008); Distinctiveness and new economics, Greenwich University (2008); Localism and co-production, Leeds Business School (2008 & 2009); Before and after Small is Beautiful, Schumacher College (2009); The New Economics, Earthscan international webinar (2009); Co-production conference, Manchester Business School (2010); Beyond localism, Thames Gateway Partnership conference (2010); The lost voyages of John Cabot, National Maritime Museum Boats that Built Britain series (2010). David is the author of a range of research publications including: Monthly localism column in Town & Country Planning journal (2008-10); Co-production Manifesto, New Economics Foundation (2008); Localism: the supplicant state, New Economics Foundation (2009); The Challenge of Co-production, NESTA (2009); The New Economics: The bigger picture, with A Simms, Earthscan (2009); Public Services Inside Out, NESTA (2010); Right Here, Right Now, NESTA (2010); Editor, Radical Economics.

kaira Jewel (chan chau nghiem in Vietnamese) grew up in the US and Kenya. Thich Nhat Hanh ordained her as a Buddhist nun in 1999 and a Dharma Teacher in 2007. Before ordaining, she graduated from Stanford University with a B.A. and M.A. in Anthropology and Social Sciences. She has led retreats in the U.S., Europe, Asia, Brazil, India and Southern Africa. She is passionate about exploring the ways art, play and mindfulness practice intersect and sustain each other. She spends much of her time sharing mindfulness and compassion, especially with children and young people, and bringing mindfulness to teachers and schools, as part of the Wake Up Schools initiative. She has lived for the last 5 years at the European Institute of Applied Buddhism in Waldbroel, Germany, and is currently on a sabbatical traveling year. She is editor of Planting Seeds: Practicing Mindfulness with Children by Thich Nhat Hanh, and has articles and chapters published in several books, including Together We Are One; The Buddha’s Apprentices: More Voices of Young Buddhists; Dharma, Color and Culture; and Friends on the Path.

Ruth Ben Tovim is the Creative Director of Encounters. As a professional artist and consultant, she has used the transformational power of the arts to work with thousands of people over the last 20 years. Encounters specialise in designing and delivering tailor made participatory arts projects in arts, education, community, environmental and regeneration contexts. Encounters producing intimate and immediate participatory interventions that inspire creativity, dialogue and exchange between people of all ages and cultures. Encounters work with people to unearth their own imaginative and instinctive power to shift how they see the world and their place within it. We co-author evolving artworks with people of all ages and cultures, mapping and collecting stories and other evidence of everyday life which are then retold to a wider community through, exhibitions, public art, performance, publications and uniquely tailor made events

Martin shawDr Martin Shaw is regarded as one of the most outstanding new teachers of the mythic imagination. A visiting fellow at Schumacher college, he has also devised and lead the Oral Tradition course at Stanford university in the U.S.

Author of the award winning; “A Branch From The Lightning Tree”, and the upcoming “Snowy Tower: Parzival and the Wet, Black Branch of Language” Martin works on conferences, gatherings and wilderness retreats over several continents. For the last decade he has led a small hedge-school on the Celtic fringe of Britain, tucked into the south-easterly curve of Dartmoor national park. His translations of

15Tel: +44 (0)1803 865934


Celtic folklore and poetry (with Tony Hoagland) are forthcoming in Poetry International, The Mississippi Review, Poetry Magazine, Orion, and the Kenyon Review. chris nichols is a writer, speaker, group worker and consultant specialising in bringing creative ways of working into leadership and strategic thinking. With over 25 years of organisational experience in the UK and internationally, Chris is particularly engaged in seeking effective ways to reframe traditional approaches to strategic thinking and practice, to place the earth centrally in organisational awareness and action. Chris is joint director of the Ashridge MSc in Sustainability and Responsibility and co-leader of the Strategy engagement practice. He works extensively at Schumacher College, where he is Visiting Fellow in Sustainable Organisations. His latest research interest is in the application of natural systems thinking and deep ecology to create provocative new ways of thinking about leadership.

creative practitionerslou Rainbow began her career as a published and recorded writer, working on radio and touring as a performer, sketch writer and poet. Since then she has clocked up over fifteen years’ experience working in the arts sector and has worked in publishing and book selling, marketing and arts development. She worked as a community arts officer for a local authority, delivering creative workshops for The Housing Association and Young Offender Programmes and also has experience as a Marketing Officer for a Contemporary Art Gallery. Lou has also managed her own ceramics business, Made on Earth. Before moving to Devon, Lou worked for the past 7 years for Arts Council England, specialising in Visual Arts and Literature and as Regional Partnerships Officer. Lou has been interested and influenced by land and our relationship with it for many years and it is a continual theme in her own writing and creativity.

Richenda Macgregor is an Artist working in the field of Art and Ecology. She runs the pottingshedworkshop www.pottingshedworkshop.com and is working on a community/research project called ‘out of this earth.’ Richenda co-designed a new apprenticeship programme, The Craft Revolution, from passive consumer to active creator which will run at Schumacher College from 2015. Her original practice is as a Maker of ‘things’ and she divides her time between making in her studio and working as a teacher and facilitator at Schumacher College.

John Threlfall sWla Swarovski/Birdwatch ‘Bird Artist of the Year 2007’; Elected full member of the Society of Wildlife Artists (SWLA) in 2007; Award winner as the National Exhibition of Wildlife Art 2001, 2004, 2006 and 2011; Commended in the Bird Artist of the Year 2006 and the RSPB Art Award 2006; Winner of the inaugural Birdscapes Gallery Award 2007. Commissions include the hide murals at Mersehead RSPB reserve, the visitor centre mural at Lochwinnoch RSPB reserve, Commissioned paintings for RSPB Scotland and Birdlife International; mural and illustrations for the National Trust for Scotland; the bird illustrations as the Mull of Galloway visitor centre for Scottish Natural Heritage; illustrations and designs for interpretation boards and leaflets for Dumfries and Galloway Council and card designs for RSPB, Wildfowl and Wetland Trust and the World Wide Fund for Nature. Website: www.johnthrelfall.co.uk

http://www.pottingshedworkshop.com

http://www.johnthrelfall.co.uk


Dr. Prarthana Purkayastha is Lecturer in Theatre and Performance at Plymouth University, United Kingdom. Her scholarly research on twentieth century dance in South Asia has been published in South Asia Research and Dance Research Journal. Prarthana also engages in a practice-as-research mode of enquiry into the body in performance and continues to make and perform contemporary dance in the United Kingdom, India and internationally.

nicola Whyte’s research works at the interface of early modern social history and post medieval landscape studies. She is concerned with two broad, yet interconnected strands of enquiry. The first is concerned with the material and spatial ramifications of the social, economic and cultural developments from c.1500-c.1750. She is interested in contemporary perceptions and experiences of landscape and environmental change, and has carried out extensive archival work on customary law, land use rights, conflict over the management of resources, the extent and nature of enclosure, and contested meanings of improvement. The second strand of her research focuses on the relationship between landscape, place, memory and identity, and draws upon the expanding body of archaeological scholarship concerned with ‘the uses of the past in the past’ and the ‘life- histories’ of material objects including everyday artefacts, monuments, natural features and entire landscapes. She is particularly interested in the workings of oral memory and knowledge systems reproduced and circulated within households and wider neighbourhood, and mediated through the meanings and experiences embedded in the material world.

2.2 support staff

Michelle north is the Postgraduate Quality CoordinatorMichelle leads the Postgraduate Administration team and works to strengthen management of our quality assurance processes, to support the Postgraduate faculty in Programme operations, and to integrate postgraduate students with the life of the college. Michelle works closely with the Postgraduate Teaching Support Volunteer, Postgraduate Administrative staff, students and the faculty, to support your student experience, coordinating and enhancing our Quality Assurance work. Michelle can be contacted on +44 (0)1803 847231 or via: [email protected]

Tamsin Bailey Treleaven is the Postgraduate AdministratorTamsin works full- time in the Postgraduate Administration Office. She handles all course enquiries and admissions, as well as providing administrative support to students enrolled on Masters programmes. Tamsin is available between 9am-5.30pm on Monday, Wednesday, Thursday and Friday. She is available from 9am-5pm on Tuesdays. She can be contacted on +44 (0) 1803 847212 and at [email protected].

mailto:[email protected]



17Tel: +44 (0)1803 865934


3.0 Programme structure and Pathways

note: 17th November 2015. A Minor Change request has been submitted to Plymouth University; this change affects modules SCH5422 to SCH5426. We have requested that all modules are made non-compensatable. This request is currently undergoing approval.

3.1 curriculum outlineA summary of the structure of the programme is shown below.

Term 1: core Modules Term 2: studio Modules Term 3: completion of Dissertation

sch5421 (20 credits)The Ecological

Paradigm: living Earth and the anthropocene

sch5422 (20 credits)social and Political

Economy: From system maintenance to system

transformation

sch5423 (20 credits)Ecological Design

Thinking: catalysing transformation

sch5426 (60 credits) Ecological Design Thinking Dissertation


Thinking in Practice 1


Thinking in Practice 2

The Masters award is obtained by satisfactory completion of 180 Master-level credits, comprising the three core modules (20 credits each), two studio modules (30 credits each) and a dissertation (60 credits).

The Postgraduate Certificate is obtained by satisfactory completion of the three core modules (60 credits).

The Postgraduate Diploma is obtained by satisfactory completion of the three core modules and the two studio modules (120 credits)

For more information on Level Descriptors please see the QAA website and view Level 7 study. A copy of this descriptor can also be found on the open area of the VLE. http://www.qaa.ac.uk/en/Publications/Documents/The-framework-for-higher-education-qualifications-in-England-Wales-and-northern-ireland.pdf

Information about the Qualifications and Credit framework in the UK can be found here:http://www.accreditedqualifications.org.uk/qualifications-and-credit-framework-qcf.html

http://www.qaa.ac.uk/en/Publications/Documents/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.pdf

http://www.qaa.ac.uk/en/Publications/Documents/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.pdf

http://www.accreditedqualifications.org.uk/qualifications-and-credit-framework-qcf.html

http://www.accreditedqualifications.org.uk/qualifications-and-credit-framework-qcf.html


3.2 core modulesStudents follow the three modules indicated in the table above in the first term, including satisfactory completion of course assessments as described in section 7:

SCH5421 The Ecological Paradigm: Living Earth and the Anthropocene SCH5423 Ecological Design Thinking: Catalysing transformationSCH5422 Social and Political Economy: From system maintenance to system Transformation

3.3 studio modulesMasters students are required to complete two studio modules. These modules are 30-credit, five-week residential courses in term two:

SCH5424 Ecological Design Thinking in Practice 1: Transforming the story of placeSCH5425 Ecological Design Thinking in Practice 2: Transformation in action

Further information about the studio modules can be found in section 14.2 further below

3.4 DissertationThe dissertation provides students with an opportunity to pursue their own in-depth projects and/or research related to Ecological Design Thinking. At the beginning of term two we will work together to explore appropriate methodologies for Masters level dissertations and to meet the needs of individual students. Students are strongly advised to start thinking about their dissertation in the first term. This will enable work to start in the second term, with the final term fully dedicated to the dissertation.

More information on the dissertation project is provided in section 14.3 and in the Dissertation Guidelines, found in Appendix A at the end of this handbook.

4.0 course ResourcesSchumacher College students have full access to:

• Old Postern Library• Craft Education Library • Elmhirst Centre Library• Plymouth University Library (online and in person)• IT facilities including a new large format printer• Course-specific resources on the V.L.E.• English Language Support resources on the V.L.E.; for those with English as a second language.• Postgraduate Study room (with two computers linked to a full colour Photocopier)• Schumacher College archive of audio and video recordings which goes back 25 years. Here you

will find early recordings of individuals such as James Lovelock, Arne Naess, Brian Goodwin, Fritjof Capra, Vandana Shiva and many more. https://www.schumachercollege.org.uk/resources

https://www.schumachercollege.org.uk/resources

19Tel: +44 (0)1803 865934


5.0 Enhancement activitiesAn enhancement strategy for the College is currently being drafted; once complete it will be shared via the Postgraduate Programme Group.

At present there are three core enhancement activities we are focusing on:• Development of a ResM/PhD programme

On the 25th July 2015, Plymouth University approved our plans to be a Research centre. Dr Stephan Harding will be leading work on our fledgling Postgraduate Research Programme: PhDs and Research Masters. Development of this programme will allow students to engage in deeper enquiry and make a contribution to the world in holism and its application to the systemic crises we face.We will start small and begin to grow a significant body of practice, knowledge and, we hope, wisdom for the public good and the living planet. The centre will complement and enhance our taught postgraduate programmes; nourishing the broader learning community at the College, Dartington and communities near and far. The creation of an extended programme of research-based inquiry has significant potential to further deepen the work we do and enhance the impact that this work will have.

• strengthening our Teaching, learning and Research committeeThe Teaching, Learning and Research Group (made up of staff from all programmes) meets informally to discuss, debate and enhance our thinking and activities in this field. Actions arising from this group are brought forward to the formal Teaching, Learning and Research Committee Meetings where actions are noted and new ideas, policy or wider debates are tabled for discussion. Recent work completed by this group includes the development of the framework necessary for us to develop as a research centre. To further strengthen our work here, Jonathan Dawson has been appointed to convene the Teaching, Learning and Research Group. In the 2015-16 academic year he will be co-ordinating and drafting a ‘live document’ (meaning subject to continual upgrading) on the college’s pedagogical philosophy and practice This will be a critical public document that over the coming years will capture, articulate and inform the evolution of pedagogical practice at the College and form the foundation for partnerships with other educational bodies.

• Development of The schumacher networkIn March 2015, Schumacher College was successful in its crowd-funding and other fundraising to start building the first phase of a Schumacher Network; an on-line worldwide networking platform. Schumacher Network would have the following features:connect: enables members (both individuals and organisations) to connect together across communities of place and communities of interest;collaborate: enables members to actively collaborate in a variety of different ways e.g. joint projects; discussion and dialogue; organising joint events;learn: enables members to access and share information, knowledge, and participate in on-line learning programmes. The first phase will focus on the Connect and Collaborate functions and will be launched in stages over the next 9 to 15 months.


6.0 Employment and Progression opportunities

ProgressionStudents who have successfully completed a PG Cert or PG Dip may choose to progress to the full Master’s degree. Due to visa restrictions, this opportunity is not available to International students who would require a Tier 4 visa to study in the UK.

Following the Master’s programme, students may wish to progress to deeper level enquiry offered by the PhD programmes (currently under development). If you are interested in undertaking further research please speak with your programme faculty team.

EmploymentAs a student studying at higher education level, your programme has been designed to help you to progress in your chosen livelihood. Many of the College’s teaching staff and alumni, together with the many high-profile guest presenters on the course, will be able to give you helpful livelihood advice. For further information, speak with your programme faculty team.

It is our intention that the developing Schumacher Network will support students and alumni in moving forward to connect and collaborate in their chosen field of interest.

Further careers and employability advice is available from the Plymouth University careers and Employability service (https://www.plymouth.ac.uk/student-life/your-studies/academic-services/careers-and-employability) As a graduate you will have a wide choice of career opportunities throughout the private and public sectors, both in the United Kingdom and abroad.

https://www.plymouth.ac.uk/student-life/your-studies/academic-services/careers-and-employability

https://www.plymouth.ac.uk/student-life/your-studies/academic-services/careers-and-employability

21Tel: +44 (0)1803 865934


7.0 Teaching, learning and assessment

7.1 introduction to assessment methods and guidelinesAssessment is touched on elsewhere in this document. In section 11, the assessment criteria specific to each module and the dissertation are described. Meanwhile, Section 13 [Academic Policy and Practice], of the Student Schumacher College and University Handbook 2015/16 describes Plymouth University’s assessment policy and the rules governing the submission of assessment assignments. Here, a brief overview is provided to the ethic and practice of assessment relating to the economics programme.

A range of assessment methods has been devised to ensure that the learning outcomes of the programme are adequately assessed. These will include opportunities for formative assessment such as constructive feedback on drafts of assignments and peer-to-peer feedback on presentations and work in studio. Please note that drafts of work at any stage can be submitted; you do not need to submit a complete draft assignment for feedback.

As Schumacher College takes a holistic and transformative approach to learning, the postgraduate programme also encourages novel and holistic approaches to social scientific investigation and communication of the results. Students’ assessment assignments may take many forms and result in very different outcomes to traditional styles of research and reporting, especially as one of the aims of the programme includes developing reflective awareness of one’s own values, purpose and behaviours related to ecological design thinking

Therefore, assessment projects associated with both the taught modules and the dissertation may include alternative creative formats alongside those normally used in design. These may include personal narrative and experimental material woven into the written account of the investigation, such as documentaries or arts works.

7.2 core and studio Module assessmentAssessed assignments produced for the core and studio modules are marked by the Schumacher College faculty, and reviewed by the External Examiner. Key assessment methods include:

• attendance: You are expected to attend all teaching sessions in all of the modules

• Projects / essays: For each core module, students are expected to submit either a design project with a short academic essay (1,000 words) a full academic essay (3,000 words), or a short academic essay (1,000 words) together with an artistic project (such as a documentary). In cases where artistic work is involved, it is a requirement that the students get the approval of faculty in advance and explain in their academic essay how this work relates to the learning outcomes of the module in question.


7.3 Dissertation assessment The Dissertation module leader, Seaton Baxter, will help you identify a Primary Dissertation Supervisor. This Supervisor may come from within the Schumacher College faculty, from Plymouth University or from some external university or organisation. All students will also have a Secondary Supervisor. Generally students will look to their Primary Supervisor as principal source of advice and guidance, with the Secondary Supervisor playing a significantly lighter support role, often limited to marking the final dissertation and agreeing on a mark with the Primary Supervisor. Students are required to maintain close academic contact with their Primary Dissertation Supervisor through conversation and/or email.

Supervisors will accept material on which to read/comment, up to 16 october 2016. By this date, it is expected that you will have produced solid working drafts of your introduction, literature review, and methodology. After 16 October 2016, students will not be able to submit drafts of their work for comment. The Dissertation Guidelines document (appendix a - at the end of this handbook) will provide you with all that you need to be able to complete a successful dissertation.

After 16 October 2016, students are welcome to contact staff members for questions, but not to read and comment on specific material. In other words you will continue to have staff support/guidance and conversations on critical issues/questions, but it is up to you to write and present the final document.

Staff agree we need to be consistent in our approach, and even though we may be around in the summer, if a student asks, “Can you read this for me?” we have to say, “no”, as it would not be fair to other students.

This may seem strict. However, some institutions provide no reading of draft material at all for Masters Dissertations. At others, supervisors will read material right up until the submission deadline. On the face of it, the latter may be more appealing to you as students. However, the problems with such an open-ended arrangement are threefold: i) there are discrepancies in how much individual staff members will comment and when they are available (especially given that many staff members take their holidays in the summer months); ii) this leads to some students being (dis)advantaged over others due staff leave/other commitments etc; and iii) as a professional qualification, at master’s level you are expected to undertake and produce your own work not the work of your supervisor. We believe the following arrangements will provide you with a good level of support in consideration of these three points.

The dissertation is marked by the Primary Dissertation Supervisor and by the Secondary Supervisor and is moderated by the External Examiner.

Full dissertation guidelines, including ethical principles for research involving human participants and guidelines for the production and submission of dissertations can be found in Appendix A. A further copy can be found on the Open area of the VLE http://open.schumachercollege.org.uk/course/view.php?id=89

In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria which are used to judge the extent of your achievement.

Please note that all assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you achieve an average a mark of over 70% over all your modules at the end of your programme then you will qualify for the award of a Masters Degree with distinction. You should note marks of 70% and over are awarded for outstanding work only

http://open.schumachercollege.org.uk/course/view.php?id=89


23Tel: +44 (0)1803 865934


8.0 indicative Programme assessment schedule and hand in Process

8.1 Timetable for Programme and submission of assessment Projects

Detailed timetables for each module will be distributed at the beginning of each module.

Term 1• Tuesday 5 January – Sunday 10 January

Arrivals, settling in and Schumacher College induction for postgraduate students

• Monday 11 January – Friday 15 January 2016Introductions to the course and to each other

Core Modules• Monday 18 January – Friday 12 February 2016

Module SCH5421: The Ecological Paradigm: Living Earth and the Anthropocene

• Monday 15 February – Friday 18 March 2016Module SCH5423: Ecological Design Thinking: Catalysing transformation

• Monday 21 March – Friday 15 April 2016*Module SCH5422: Social and Political Economy: From system maintenance to system transformation

*Please note, the College will be closed for Easter from Friday 25 March – Monday 28 March 2016, during module SCH5422

Term 2Studio Modules

• Monday 25 April – Friday 10 June 2016Module SCH5424: Ecological Design Thinking in Practice 1

• Monday 13 June – Friday 29 July 2016 Module SCH5425: Ecological Design Thinking in Practice 2

8.2 hand-in Dates

Timetable for coursework assessmentsThe postgraduate programme in Ecological Design Thinking is 100% assessed by coursework. Students are strongly encouraged to submit a draft of their coursework for feedback by their relevant college faculty. To receive feedback, outlines and drafts must be submitted no later than one month in advance of the final submission date.

A summary of dates to hand in drafts and final course assessments is given on the next page.


Module SCH5421: Submit draft project for tutor feedback by Monday 1 February 2016Submit final version of project by Monday 15 February 2016

Module SCH5423:Submit draft project for tutor feedback by Monday 7 March 2016Submit final version of project by Monday 21 March 2016

Module SCH5422: Submit draft project for tutor feedback by Monday 4 April 2016Submit final version of project by Monday 18th April 2016

Module SCH5424:Submit draft project for tutor feedback by Tuesday 31 May 2016Submit Assessed Project by Monday 13 June 2016

Module SCH5425:Submit draft project for tutor feedback by Monday 11 July 2016Submit Assessed Project by Friday 25 July 2016

Module SCH5426:Submit draft project for tutor feedback by 16 October, 2016Submit Assessed Project by 16 December, 2016

Final submissions must be made via the virtual learning environment (VLE) no later than mid-day UK time on the date specified above.

Dissertation timeline There will be Individual sessions to explore suitable research methodologies at the beginning of term 2. This will include advice for students on the process for selecting and designing a suitable research topic for their dissertation. Students are required to submit a proposal outlining their project and proposed methodology no later than Friday 15 april 2016. This is both to encourage students to begin early the process of selecting a dissertation topic and to enable the allocation of the most appropriate dissertation supervisors. The proposal is not formally assessed but does need to be approved by the leader of the Dissertation module; Ethical approval processes for research involving human participants will also be considered at this time.

Students are encouraged to select their own dissertation topic but can also draw from a communal pool of projects prepared in advance by the programme faculty. Examples of indicative dissertation topics include:

From Climate Science to Climate Policy: A strategy to communicate the consequences of climate change to policy-makers; Build your own economy: A dynamic approach to transforming the economy; Communities of Transition: A proposal for reinvigorating community participation beyond transition towns; Designing for place: a holistic approach to urban design; Making Ecological Design Thinking the meta-objective for design; Designing for organisational intelligence in community enterprise, and Designing for behaviour change using values and frames to transform society for good.

Submit project proposal for tutor feedback 15 April 2016Submit completed dissertation 16 December 2016

25Tel: +44 (0)1803 865934


8.3 summary Dissertation calendar

EnD oF TERM 1Meeting with the Head of Ecological Design Thinking and the Project Tutor from Plymouth University for an initial discussion about the dissertation project. Students receive a copy of the Dissertation Guidelines including the suggested format for the Dissertation Research Proposal.

• Submission of Research Proposal The deadline for submission of dissertation research proposals is 15 april 2016. Once the Research Proposal has been approved, the module leader tutor will begin the search for a primary supervisor. Thereafter, students should meet their primary supervisor at regular intervals.

Ethical approval processes for research involving human participants will also be considered at this time. If a Risk Assessment is necessary, students should discuss this with their Supervisor and complete a form available from the Postgraduate Administration Office. All forms are available on the Open Area of the VLE.

Please see Appendix A for the following:• Dissertation Formatting • Dissertation Submission rules• Ethics Information• Ethics Application form

EnD oF TERM 2One-to-one research methods advice with the Head of Ecological Design. Workshops will be arranged according to student need.

BEGINNING OF TERM 3Students should focus 100% on their dissertation research and submit drafts to their primary supervisor to read/comment on material

It is the expectation of the College that students will remain in regular contact with their Supervisors and continue working full-time on their Dissertation regardless of their study location. For Tier 4 students, the UKVI regards their constant progression and contact as necessary for us to maintain our sponsorship licence. Tier 4 student responsibilities regarding contact will be given at the end of Term 2.

16 october 2016: this is the deadline for submission of ‘drafts’ of the students’ work for comment. By this date, it is expected that students will have produced solid working drafts of their introduction, literature review, and methodology.

after 16 october 2016, Students are welcome to contact staff members for questions, but may not submit further drafts for comment.

The Dissertation Guidelines document (Appendix A - at the end of this handbook) will provide students with everything necessary to complete a successful dissertation.

END OF TERM 3Dissertation submission Deadline: 12 noon Uk time – Friday 16 December 2016Please see Appendix A for submission regulations.


8.4 assessment FlowchartM

arki

ng s

tage

Student Submits work on VLE

Work collated by Module Leader

Work is marked by Module leader and Programme Leader.

inte

rnal

Mod

erat

ion

stag

e

Students receive initial (unconfirmed) feedback.

Unconfirmed marks and assessment feedback returned to student within 20 working days.

Exte

rnal

Mod

erat

ion

stag

e

External Moderation Samples selected and moderated by External Examiners.

saP

stag

e 2

Marks submitted to Subject Assessment Panel for consideration and Approval.

Confirmed marks to students

Marks Approved by SAP and forwarded to College Award Board.

1. The sample for External Moderation comprises of two from each marking band; top, middle and bottom.

2. Subject Assessment Panel. Marks for the Taught Modules are considered here. All marks are taken forward to the Annual Award Board and are then ratified by Plymouth University.

27Tel: +44 (0)1803 865934


9.0 submission of assessed Work

The submission process and Rules concerning Academic Policy and Practice can be found under Section 13 of the Student College and University Handbook.Rules concerning Late Submission or Extenuating Circumstances can be found under Section 14 of the Student College and University Handbook.

10.0 Return of assessment and Feedback

Faculty will aim to give all feedback within 20 working days of submission. Feedback will be returned using the Assignment Feedback form (found under section 11).


11.0 assignment Feedback Form Example

(A module specific assignment feedback form will be used) Ma / Pg Dip / Pg cert Ecological Design Thinking 2015/16Module code/name:short Module Descriptor:student: Provisional mark:

Learning Outcome Assessment criteria

Pass (50 - 59%) Merit (60-69 %) Distinction (70 - 100%)

Knowledge and Understanding:

Demonstrates a partial knowledge and understanding of the principles of indigenous wisdom but does not refer to the module content in sufficient detail.

Demonstrates a sound knowledge and understanding of the principles of indigenous wisdom but could have focussed on the module content with more precision and clarity.

Demonstrates full and detailed knowledge and understanding of the principles of indigenous wisdom. There is originality, a clear focus on the course content and evidence of transformational learning.

Communication and presentation:

Comprehensible writing style. Report is clearly presented, draws appropriately either from the relevant literature or personal experience, but referencing is absent or incomplete.

Very clear writing style. Report is clearly presented, draws appropriately from the relevant literature and personal experience and is correctly annotated.

In addition, report uses a succinct, innovative and mature writing style.

Cognitive and intellectual skills:

Demonstrates some critical evaluation of the module content.

Critical evaluation of the module content is thorough and rigorous, demonstrating a comprehensive and reflective understanding of the principles of indigenous wisdom.

In addition, demonstrates that the course content has been thoroughly understood and incorporated into the student’s world view.

Key/Transferable Skills:

Demonstrates some ability to apply learning from the module to wider contexts.

Demonstrates good ability to apply learning from the module to wider contexts.

Demonstrates excellent ability to apply learning from the module to wider contexts, with clear evidence of originality

comments:

Date:

29Tel: +44 (0)1803 865934


12.0 Referencing guide

The full guide to Referencing can be found in the Student College and University Handbook under Section 20.

It is vitally important that you refer to sources of literature wherever possible. This may be achieved throughout the text of all your written work and/ or in a list of references that appear at the end of your work.Please note, you should provide a list of only those references that you have cited in your work. You are neither asked for, nor should you provide a bibliography, which is all the material you consulted during the research process for your written work.You should follow the harvard system of referencing

online support available through the University Referencing library guide including the online version of ‘cite them rite’.

13.0 External Examiners

External Examiner reports can be found on the VLE open area:- http://open.schumachercollege.org.uk/course/view.php?id=89

You can also find your External Examiner reports online through the Plymouth student portal under the tabs ‘Your Learning, Your External Examiner’.



https://student.plymouth.ac.uk/Pages/Default.aspx

https://student.plymouth.ac.uk/Pages/Default.aspx


14.0 Programme Details

14.1 core ModulesThe first full week at the College will be given over to your induction into the programme and life at the College. The rest of the first term will be divided into three core modules. A detailed timetable, including session details, presenters and recommended resources for each module will be provided to you in advance of the module in question.

Module sch5421: The Ecological Paradigm: living Earth and the anthropocene

Module Teachers: Seaton Baxter, Mona Nasseri, Ruth Potts, Stephan Harding and Philip FransesDates: Monday 18 January – Friday 12 February 2016Credits: 20 (level 7)

aimsThis module aims to:

• Apply principles from ecology and Gaia theory, dynamic systems thinking and complexity science to socio-cultural systems, settlements, artefacts and design scenarios illustrated with case studies.

• Differentiate between different concepts of sustainable design practice, and assess the potential for ecological design thinking to advance the transition to low-carbon high well-being futures.

• Develop personal and group enquiry practices to raise awareness of the interdependent relationship between the individual, society and nature & between theory, experience and practice.

Module and syllabus contentThis foundational module will explore the history and evolution of understanding of the Earth’s ecosystem, the latest understanding of critical ecological thresholds and theories of resilience, and their applications to, and implications for, design thinking.

Students will apply key principles of the ecological paradigm drawn from ecology and systems thinking, chaos and complexity science, and Gaia theory. They will explore applications (and the limitations) of applying principles from whole systems science to the built environment and the socio-cultural domain, exploring and critiquing existing frameworks and developing new approaches. The module will include deep ecology, personal and group enquiry practices to explore the interdependence between self, society, structure and nature. Students will map elements of the ecosystem of a given settlement applying and testing their understanding in the context of a particular place.

The theoretical and empirical work undertaken in this module will be developed as part of a design response to a given settlement in module SCH5424. Students will be introduced to research methods such as, action research and reflective enquiry, learning journal, participatory learning methods and personal development planning.

assessed learning outcomes At the end of the module the learner will be expected to be able to:

• Flexibly and creatively apply a theoretical and experiential understanding of an ecological world view drawn from one or more of the following: ecology and systems thinking; holism, goethian approaches; chaos and complexity science; and Gaia theory, to contemporary design challenges, synthesising ideas and information in innovative ways, and generating transformative solutions.

• Critically analyse, compare and contrast theoretical approaches to sustainable development as it has been applied to design and suggest new concepts and approaches.

• Self-evaluate and reflect on their own values and behaviours in order to improve professional and personal awareness, practice and teamwork, autonomously implementing and evaluating improvements to performance drawing on innovative best practice.

31Tel: +44 (0)1803 865934


assessment mode100% coursework comprising: Project: This can be a design project or artistic project with an academic commentary, or an academic essay, and summary of a journal that relates learning to the student’s own experience. This enables students to actively engage with the holistic learning model at Schumacher College (intellectual, emotional, ethical and practical) (indicative weighting – 100%).

schedule of teaching and learning A mixed range of teaching and learning methods drawn from the following: presentations, workshops, seminars, fieldwork, supervision in studio, project supervision, tutorials, case studies, field trips, simulations, exercises and role play, independent study, research methods, action research and reflective inquiry, learning journal, participatory learning methods and personal development planning.

Recommended texts and sources • Abram, D. (1996) The Spell of the Sensuous. Pantheon, NY.• Campbell, Colin T. (2013) Whole. BenBella Books Inc. Dallas.• Davis, W. (2009) The Wayfinders. House of Anansi Press Inc. Toronto.• Diamond, J. (2006) Collapse. Penguin Books. London.• Drengson, A. & Devall, B. (Eds)(2008) The Ecology of Wisdom. Writings by Arne

Naess. Counterpoint. Berkeley.• Ehrenfeld, J.R. & Hoffman, A.J. (2013) Flourishing. Greenleaf Publs. Sheffield.• Fisher, C.S. (2013) Meditation in the Wild. Change Makers Books. Winchester.• Flinders, T. (Ed)(2013) John Muir. Spiritual Writings. Orbis Books. NY.• Foster, J. (2008) The Sustainability Mirage. Earthscan. London.• Gros, F. (2014) A Philosophy of Walking. Verso. London.• Gunderson L.H. and Holling C.S. (2002) Panarchy: Understanding Transformations

in Human and Natural Systems. Island Press, Washington DC• Harding, S. (2006) Animate Earth. Green Books. Dartington.• Holmgren, D. (2009) Future Scenarios. Green Books. Dartington.• Jackson, W. (1996) Becoming Native to this Place. Counterpoint. Washington, DC.• Kahneman, D. (2012) Thinking Fast, Thinking Slow. Penguin. London.• Macfarlane, R. (2004) Mountains of the Mind. Granta books. London.• Meadows D.H. (1997) Places to Intervene in a System. Whole Earth,• Monbiot, G. (2013) Feral. Allen Lane. London.• Orr, D.W. (2011) Hope is an Imperative. The Essential David Orr. Island Press.

Washington DC.• Roberts, R. (2014) How Adam Smith Can Change Your Life. Portfolio/Penguin.

London.• Shepherd, N. (2011) The Living Mountain. Introduction by Robert Macfarlane.

Canongate Books. Edinburgh.• Solnit, R. (2014) Wanderlust. A History of Walking. Granta. London.• Stiegler, B. (2013) Traveling in Place. A History of Armchair Travel. University of

Chicago Press. London.• Walker B. And Salt D. (2006) Resilience Thinking. Island Press, Washington DC• Weisman, A. (2008) A World Without Us. Virgin Books Ltd. London.• Wilson, E.O. (1984) Biophilia. Harvard University Press. Camb. Mass. • www.worldmapper.org Ecological footprints of resource use • www.teebweb.org/ The Economics of Ecosystems and Biodiversity • www.nature.com/news/specials/planetaryboundaries Planetary Boundaries • www.oneplanetliving.org WWF One Planet Living within Earth System Boundaries • http://www.copenhagendiagnosis.org/ Synthesis of policy relevant climate

science • www.lse.ac.uk/complexity Socio-economic applications of complexity science

http://www.worldmapper.org

http://www.teebweb.org/

http://www.nature.com/news/specials/planetaryboundaries

http://www.oneplanetliving.org

http://www.copenhagendiagnosis.org/

http://www.lse.ac.uk/complexity


Module sch5423: Ecological Design Thinking: catalysing transformation

Module Teachers: Seaton Baxter, Mona Nasseri David Sanchez and Roberto Fraquelli, Dates: Monday 15 February – Friday 18 March 2016Credits: 20 (level 7)


• Critically assess the history and emergence of the practice of Design.• Engage students in debate and discussion from different perspectives to gain knowledge and

understanding of the key debates in design across selected themes. • Introduce tools, methods and facilitation practices including co-production as a lifetime approach

to project delivery. • Develop and enhance communication, facilitation and charrette skills in support of communities

of place and interest.• Explore and begin to develop new approaches to sustainable settlements and systems.

Module and syllabus content This module will introduce, and interrogate, key methodological approaches to Ecological Design Thinking using case studies, practical challenges and scenario planning to critically analyse and explore a range of existing methodologies and approaches, and encourage participants to develop their own. Methodologies and practices explored in this module may include industrial symbiosis, cradle to cradle design, zero carbon and energy design, biomimicry, building biology and permaculture design.

Students will explore theoretical and conceptual methods of engaging with and shaping settlements and built form, examine the nature of the built environment as a structure for lived social space; and the adaptation of form at the settlement scale by people and the elements. Studies of theoretical texts will deepen theoretical and critical understanding of a broad range of issues affecting cities such as the process of urbanisation, mobility, technology, socio-cultural patterns, political and economic dynamics, and emergent consequences locally, nationally and globally. The module will also explore tensions between the act of design (in which interventions are often about imposing form/order) ecological principles (emergence, self-organization etc.) and social, political and economic power dynamics. Participants will be encouraged to develop approaches that might help to overcome these tensions, and to begin to explore what emergent ‘ecological design thinking’ looks like in practice. Theoretical and empirical work in this module will be developed as part of a design response to a given settlement in SCH5424.

assessed learning outcomesAt the end of the module the learner will be expected to be able to:

• Flexibly and creatively apply understanding of the theoretical frameworks and the main debates related to selected topics in design thinking and ecological design thinking to contemporary challenges, in innovative ways, and generate transformative solutions.

• Interrogate histories and theories of urban design, architecture and design and its application to critical debate about how to transition to low carbon, high well-being and resilient communities, suggesting new concepts or approaches.

• Autonomously implement and evaluate improvements to practice drawing on theoretical and experiential understanding of models of change through multi-disciplinary frameworks, tools and methods.

33Tel: +44 (0)1803 865934


assessment mode 100% coursework comprising: Project: This can be a design project, an academic essay or an artistic project with an academic commentary (indicative weighting – 100%)


Recommended texts and sources• Benyus, J.M., 2002. Biomimicry. Harper Perennial, New York.• Brown,T., 2009. Change by design: how design thinking transforms organizations

and inspires innovation. Harper Business, New York.• Brown, V-A., Harris, J-A. and Russell, J-Y. (2010) Tackling wicked problems through

the trans-disciplinary imagination. London: Earthscan Publications Ltd.• Cross, N., 2011. Design thinking: understanding how designers think and work.

Berg, Oxford; New York.• Forbes, P., 2006. The gecko’s foot: bio-inspiration : engineering new materials from

nature. W. W. Norton & Co., New York.• Fry, T., 2009. Design futuring: sustainability, ethics, and new practice. Berg, Oxford;

New York.• Gauntlett, D., 2011. Making is connecting: the social meaning of creativity from DIY

and knitting to YouTube and Web 2.0. Polity Press, Cambridge UK ;;Malden MA.• Gratton, L. (2011) The shift: The future of work is already here. London: Collins.• Harman, J., 2013. The shark’s paintbrush: biomimicry and how nature is inspiring

innovation. White Cloud Press, Ashland, Ore.• Kellert, S.R., Heerwagen, J., Mador, M., 2008. Biophilic design: the theory, science,

and practice of bringing buildings to life. Wiley, Hoboken, N.J.• Koskinen, I.K. et al., 2011. Design research through practice from the lab, field, and

showroom, Waltham, MA: Morgan Kaufmann.• Martin, R.L., 2009. The design of business: why design thinking is the next

competitive advantage. Harvard Business Press, Boston, Mass.• Schon, D., 1983. The reflective practitioner: how professionals think in action. Basic

Books, New York.• Schon, D., 1987. Educating the reflective practitioner: toward a new design for

teaching and learning in the professions, San Francisco: Jossey-Bass.• Schrage, M-D. (1999) Serious play: how the world’s best companies simulate to

innovate. Boston: Harvard Business School Press.• Valentine, L. (ed.), Prototype: Design and craft in the 21st century, London:

Bloomsbury.• Warfel, T-Z. (2009) Prototyping: a practitioner’s guide. New York: Rosenfeld Media


Module sch5422: social and Political Economy: From system maintenance to system transformation

Module Teachers: Seaton Baxter, Ruth Potts, Mona Nasseri, Julie Richardson, Tim Crabtree, Pat Conaty and Robin Murray, Tom Crompton and Ruth Ben Tovim.

Dates: Monday 21 March – Friday 15 April 2016Credits: 20 (level 7)

aims This module aims to:

• Identify, select and analyse sources of knowledge and evidence of market, policy and institutional failures that give rise to systemic crises in our economic, social and ecological systems and the built environment.

• Critically appraise the theoretical model of neoclassical economics from a historical and socio-political perspective and from alternative schools of economic thought.

• Co-create theoretical principles for a new approach to design that could catalyse and support the transition to low-carbon, high well-being and resilient communities and societies.

• Develop future scenarios and critical paths for selected settlements or systems at a range of scales.

Module and syllabus contentThis module builds on the understanding developed in the first module and uses it to understand the social, political and economic worlds as a complex and interrelated series of systems. Students will explore the evolution of social, political and economic systems, their interrelation, implication for design and the potential for design to expose and transform imbalances of power in the socio-political system.

The module will include an overview of the history of the evolution of economic thought; analysis & evidence of systemic failures of neoclassical economics; a theoretical critique of the neoclassical economics paradigm from alternative schools of thought; practical examples of the new economy. Students will analyse power and power structures in social, political and economic systems, explore alternative theories of social organisation, well-being, values and frames, the relationship between human behaviour and the design and evolution of settlements and systems. These insights will be applied to future thinking and scenarios. Students will critique, explore and begin to propose design-based solutions to complex contemporary challenges from the way that we produce and consume energy, to patterns of work, settlements and the finance system. Theoretical and empirical work in this module will be developed as part of a design response to a given settlement in SCH54244

assessed learning outcomes At the end of the module, you are expected to be able to:

• Flexibly and creatively identify, select and analyse sources of knowledge and evidence of market, policy and institutional failures that give rise to systemic crises in our economic, social and ecological systems and the built environment.

• Assess the impact on and implications for, design of both neoclassical and alternative approaches, synthesising ideas or information in innovative ways, proposing transformative solutions.

• Critically appraise the theoretical model of neoclassical economics from an historical and socio-political perspective and from alternative schools of economic thought.

• Critically engage with theoretical literature and evidence of practice in order to co-create theoretical principles for a new approach to social and economic systems that could catalyse and support the transition to low carbon, high well-being and resilient societies.

• Self-evaluate and reflect on your own values and behaviours in order to improve professional and personal awareness, practice and teamwork, autonomously implementing and evaluating improvements to performance drawing on innovative best practice.

assessment mode100% coursework comprising: Project: This can be a design project or a creative project (such as a short

35Tel: +44 (0)1803 865934


film, or a composition) with an academic commentary, or an academic essay. Theoretical frameworks (such as Max Neef’s Framework for Human Needs) and reflective enquiry practices help students reflect on their own values, purpose and behaviour and work through the role they can play in employing ecological design thinking to develop transformative responses to complex challenges (indicative weighting – 100%).


Recommended texts and sources:• Arthur B. (2013) Complexity Economics: A Different Framework for Economic

Thought, SFI Working Paper: 2013-04-012 http://tuvalu.santafe.edu/~wbarthur/Papers/comp.Econ.sFi.pdf

• Bollier D. and Silke Helfrich (2013) The Wealth of the Commons http://wealthofthecommons.org/

• Boyle D. and Simms A. (2009) The New Economics: A Bigger Picture, Earthscan (especially Chapters 1 & 2)

• Coote, A, Franklyn, J and Simms, A, 21 Hours: Why a shorter working week can help us all to flourish in the twenty-first century. [on-line] http://www.neweconomics.org/publications/entry/21-hours

• Crompton, T (2010) Common Cause: The Case for Working with Cultural Values, WWF: Godalming http://assets.wwf.org.uk/downloads/common_cause_report.pdf

• Daly H.E. and Farley J.C. (2004) Ecological Economics: Principles and Applications, Island Press, Washington. Part 1: An Introduction to Ecological Economics

• Diamond. J (2005) Collapse: How Societies Choose to Fail or Succeed• Eisenstein C. (2011) Money Gift and Community in an Age of Transition, North

Atlantic Books• Graeber D. (2011) Debt: The first 5,000 years, Melville House, New York• Heinberg R. And Learch D. (2010) The Post Carbon Reader: Managing the 21st

Century Sustainability Crisis, Post Carbon Institute, USA. Part Nine: The Economy• Lewis M. and P. Conaty (2012) The Resilience Imperative: Cooperative Transitions to

a Steady-state Economy, New Society• Jackson T. (2011) Prosperity Without Growth: Economics for a Finite Planet, Earthscan• Meadows, D, Randers, (2004) J and Meadows, D, Limits to Growth: The 30-year

Update, Chelsea Green Publishing• Manfred Max-Neef, Antonio Elizade and Martin Hopenhayn (1991) Human Scale

Development• Murray R. (2009) Danger and Opportunity: Crisis and the New Social Economy.

Social Innovation Series, The Young Foundation and The Lab, NESTA • Ostrom,E. (1991) Governing the Commons: The Evolution of Institutions for

Collective Action• Schumacher, E.F. (1973) Small is Beautiful: Economics as if People Mattered• Scharmer O, Kaufer K (2013) Leading from the Emerging Future: From Ego-System

to Eco-System Economies. Berrett-Koehler, San Francisco• Scott-Cato M, (2012) The Bioregional Economy: land, Liberty and the Pursuit of

Happiness, London:Earthscan• Solnit, R (2009) A Paradise Built in Hell: The Extraordinary Communities that Arise

in Disaster• Stern N. (2006) Review on the Economics of Climate Change, [on-line]

http://www.hm-treasury.gov.uk/sternreview_index.htm • Wilkinson R. and Pickett K. (2010) The Spirit Level, Penguin, London.• nef (2009) Happy Planet Index 2.0, [on-line] http://www.happyplanetindex.org/

public-data/files/happy-planet-index-2-0.pdf

http://tuvalu.santafe.edu/~wbarthur/Papers/Comp.Econ.SFI.pdf

http://tuvalu.santafe.edu/~wbarthur/Papers/Comp.Econ.SFI.pdf

http://wealthofthecommons.org/

http://wealthofthecommons.org/

http://www.neweconomics.org/publications/entry/21-hours

http://www.neweconomics.org/publications/entry/21-hours

http://assets.wwf.org.uk/downloads/common_cause_report.pdf

http://www.hm-treasury.gov.uk/sternreview_index.htm

http://www.happyplanetindex.org/public-data/files/happy-planet-index-2-0.pdf

http://www.happyplanetindex.org/public-data/files/happy-planet-index-2-0.pdf


14.2 studio ModulesStudents take the following two modules in Term 2:

Module sch5424: Ecological Design Thinking in Practice 1: Transforming the story of place

Module Teachers: Seaton Baxter, Simon Bradbury, Mona Nasseri, Ruth Potts, Isabel CarlisleDates: 25 April – 10 June 2016 Credits: 30 (level 7)

aims • Provide participants with the theoretical and practical skills to work with models of ecological

design thinking as a response to current sustainability challenges at a range of scales from local to global and apply them flexibly and innovatively to a particular context, generating transformative solutions.

• Develop and enhance design, communication, facilitation and charrette skills in support of communities of place and interest.

• Analyse complex, incomplete and contradictory evidence in a given context and develop a creative brief in response to the identified challenges, judging the appropriateness of methodologies used and developing alternative approaches.

• Synthesise theoretical and practical understanding and practices to co-develop transformative approaches to sustainable settlements and systems.

Module and syllabus contentThis module applies the understanding and practices developed in module SCH5421, 5422 and 5423 to a particular design problem in a settlement. Students will analyse the context, develop briefs and undertake precedent analysis in developing their projects. Students will critically examine the ecological, social, economic and cultural context of the given site and systematically test design solutions through a range of communication methods that address the identified issues. They will use the Dartington and wider Totnes (and/ or Plymouth) landscapes to explore different ecological design practices making use of bioregionalism as a framework for change, and exploring regenerative design as an approach to transformation. Assessments will be made of the students’ ability to critically reflect on the theoretical context of their project drawn from the knowledge and practices gained in the first three modules, and to apply that knowledge in innovative and practical ways, and their ability to facilitate diverse groups and engage in collaborative processes of enquiry.

assessed learning outcomes: At the end of the module the learner will be expected to be able to:

• Flexibly and creatively apply approaches to ecological design drawing from theory and practice, synthesising ideas and practice in innovative ways as a response to the inter-linked and systemic challenges of climate change, peak oil, social justice and economic resilience.

• Critically develop and systematically test, analyse and appraise design options which draw original and innovative conclusions and display methodological and theoretical rigour.

• Co-create participatory practices for new approaches to ecological design that include a range of stakeholders in the full lifecycle of projects.

37Tel: +44 (0)1803 865934


assessment mode100% coursework comprising: 1) Portfolio - this will be a portfolio submission of a design project accompanied by an academic commentary of 1,000 words; 2) Critical reflection of own and group practice over the course discussing professional and ethical issues associated with proposed designs.

schedule of teaching and learningA mixed range of teaching and learning methods drawn from the following: Presentations, workshops, seminars, tutorials, case studies, field trips, simulations, exercises and role play, independent study, research methods, action research and reflective inquiry, learning journal and participatory learning methods.

Recommended texts and sources• Arrow, H., McGrath, J.E. & Berdahl, J.L., 2000. Small groups as complex systems

formation, coordination, development and adaptation, Thousand Oaks, CA: Sage Publications.

• Axelrod, R.M., 1997. The complexity of cooperation: agent-based models of competition and collaboration, Princeton, N.J.: Princeton University Press.

• Charlton, N.G. (2008). Understanding Gregory Bateson. SUNY• Cooke, B. & Kothari, U., 2001. Participation: the new tyranny?, London; New York:

Zed Books• De Quincey, C. (2010). Radical Nature: The Soul of Matter. Perk Street Press• Harding, S.P. (2009). Animate Earth: Science, Intuition and Gaia. Green Books• Ingold, T. (2011). Being Alive: Essays on Movement, Knowledge and Description.

Routledge• Katzenbach, J.R. & Smith, 1993. The wisdom of teams: creating the high-

performance organization, Boston, Mass.: Harvard Business School Press• Senge, P. et al., 2011. Presence Exploring Profound Change in People, Organizations

and Society.,London: Nicholas Brealey Pub• Wellins, R.S., Byham, W.C. & Wilson, J.M., 1991. Empowered teams: creating self-

directed work groups that improve quality, productivity, and participation, San Francisco: Jossey-Bass.

• White, S.A., Nair & Ascroft, J.R., 1994. Participatory communication: working for change and development, New Delhi; Thousand Oaks, Calif.: Sage


Module sch5425: Ecological Design Thinking in Practice 2: Transformation in action

Module Teachers: Seaton Baxter, Simon Bradbury, Ruth Potts and Mona Nasseri, Terry Irwin, Gideon Kossof, Cameron Tonkinwise

Dates: Monday 13 June – Friday 29 July 2016Credits: 30 (level 7)

Module aims:This module aims to:

• Provide participants with the theoretical and practical skills to work with models of ecological design thinking as a response to current sustainability challenges at a range of scales from local to global.

• Apply the principles and methods of models of ecological design thinking to a variety of settings.• Develop participants’ theoretical knowledge and experiential understanding of different models of

individual and social change and the role of design in supporting transformation.• Develop group facilitation and engagement skills and methods of co-production.• Develop participants’ communication skills in presenting complex information, engaging diverse

audiences and different perspectives.

Module and syllabus contentThe fifth module applies the understanding and practices developed in the first four modules, first through a short group project, and then in a short project placement developed in collaboration with a range of partner organisations. Students will be introduced to Transition Design as a tool for radical localisation in preparation for their placements. Assessments will be made of the students’ ability to build on knowledge and practices gained in the first four modules, and to apply that knowledge in innovative and practical ways in a dynamic live context. They will experiment with facilitating diverse groups, engaging in collaborative processes of enquiry. Students may work in small groups on a design project, a process plan, or a roadmap for a process.

39Tel: +44 (0)1803 865934


assessment Mode100% coursework comprising: a design project or artistic project with an academic commentary, or an academic essay. Assessment will be made of participants’ facilitation skills, team and organisational working, ability to manage the implications of ethical dilemmas and to work proactively with others to solve them (indicative weighting – 100%).

schedule of teaching and learning:A mixed range of teaching and learning methods drawn from the following: Presentations, workshops, seminars, tutorials, case studies, field trips, simulations, exercises and role play, independent study, research methods, action research and reflective inquiry, learning journal and participatory learning methods.

Recommended texts and sources • Aberley, D., 1993. Boundaries of home: mapping for local empowerment, Gabriola

Island, B.C.: New Society Publishers.• Bohmer, R.M.J., 2009. Designing care: aligning the nature and management of

health care, Boston, Mass.: Harvard Business Press.• Hanson, A., 2007. Workplace health promotion: a salutogenic approach,

Bloomington, IN: AuthorHouse.• Hodgson, J., Hopkins, R. & Transition Town Totnes (Organization), 2010. Transition in

action: Totnes and district 2030, an energy descent action plan, Totnes: Transition Town Totnes.

• Magnus, G., 2009. The age of aging: how demographics are changing the global economy and our world, Singapore; Hoboken, N.J.: John Wiley & Sons (Asia).


14.3 Dissertation

Module Code: SCH5426Module Title: Ecological Design Thinking DissertationModule Leader: Seaton BaxterSupervisors: Arranged in association with Plymouth UniversityCredits: 60 (level 7)


• Enable students to undertake a substantial investigation that addresses significant areas of Ecological Design Thinking and practice.

• Extend students’ powers of critical evaluation drawing on and synthesising a range of ideas and information in innovative ways, in a substantial investigation addressing a significant area of theory and/or practice.

• Further develop students’ ability to facilitate diverse groups in uncertain and changing circumstances, respond to dynamic and changing circumstances, and co-develop holistic solutions to complex problems.

• Develop the skills and confidence necessary to carry out innovative Ecological Design Thinking projects in other areas once the taught elements of the degree have been completed.

Module and syllabus contentThe dissertation module enables students to undertake a substantial investigation that addresses significant areas of Ecological Design Thinking and practice.

Assessments will be made of the students’ ability to apply knowledge gained over the course of the taught elements of the Masters in innovative and practical ways in a dynamic live, or exploratory, context.

Students may work in small groups on a design project, or independently. They may also produce an academic dissertation relating to the evolution of Ecological Design Thinking. Students will be provided with a list of potential titles and projects, or are free to develop their own in consultation with the Primary Dissertation Supervisor.

A one-day seminar on research methodology will be provided in term one, and on practical approaches to design project management at the start of term two.

assessed learning outcomes At the end of a module you are expected to be able to:

• Critically evaluate and develop Ecological Design Thinking-based strategies that respond to the needs of a particular context, organisation or community.

• Demonstrate an understanding of the relationship between the environment and built form, behaviour, well-being and resource consumption using both research evidence and case studies.

• Critically develop and systematically test, analyse and appraise design options drawing original conclusions and displaying methodological and theoretical rigour.

• Critically engage with the theoretical literature relevant to the context you are working in, demonstrating the ability to analyse, evaluate, compare and contrast, synthesise solutions for the given context.

• Experiment with, and analyse the efficacy of, new approaches to design for the transition to low carbon, high well-being and resilient communities, economies and systems;

41Tel: +44 (0)1803 865934


assessment mode 100% coursework: Dissertation - this can be a design project or artistic project with an academic commentary of 2,500 words, or an academic essay of 10-15,000 words (including references and bibliography). You will receive dissertation guidelines including information and support on deciding on and planning a research project, and the assessment methods.

schedule of teaching and learningIndependent study, dissertation feedback, reflective inquiry and action research methods.

Recommended texts and sources • Bryman, A. (2008) Social Research Methods. 3rd edn. Oxford: Oxford University

Press. • Bryman, A. and Bell, E. (2011) Business Research Methods. 3rd edn. Oxford: Oxford

University Press. • Creswell, J.W., 1998. Qualitative inquiry and research design: choosing among five

traditions, Thousand Oaks, Calif.: Sage Publications.• Dixon J.A., Scura L.F., Carpenter R.A., and Sherman P.B. (1996) Economic Analysis of

Environmental Impacts, London: Earthscan • Gill, J. and Johnson, P. (2010) Research Methods for Managers. 3rd edn. London:

Sage. • IIED (1997) Valuing the Hidden Harvest: Methodological Approaches for Local level

Economic Analysis of Wild Resources. Research Series Vol 3 No 4. • Mason, J. (2002) Qualitative Researching. 2nd edn. London: Sage. • Moser, C.A. and Kalton, G. (1993) Survey Methods in Social Investigation. 3rd edn.

London: Heinemann. • Reason P. And Bradbury H. (eds) (2008) The Sage Handbook of Action Research,

Sage Publications, London. • Robson, C., 2002. Real world research: a resource for social scientists and

practitioner-researchers, Oxford, UK; Madden, Mass.: Blackwell Publishers.• Sayer, A. (2010) Method in Social Science. Rev. 2nd edn. London: Routledge.• Simonsen, J., 2010. Design research: synergies from interdisciplinary perspectives,

New York: Routledge.• Zeisel, J., 1981. Inquiry by design: tools for environment-behavior research,

Monterey, Calif.: Brooks/Cole Pub. Co.


aPPEnDiX a: Dissertation guidelines, submission information.

Ethical approval information and application Form.

a1 DissERTaTion gUiDElinEs in preparing for your dissertation it is critical that you also refer to the Dissertation Module Record for your programme which can be found elsewhere in the student handbook.

introductionThe Masters dissertation allows students to pursue their research area in depth with the support of a supervisor. The purpose of these guidelines is to provide you with a framework from which to develop your thoughts into an acceptable Master’s dissertation.

As you will have read in the earlier chapters of this handbook, you will choose a dissertation topic approved by faculty at Schumacher College. A primary and secondary supervisor will be assigned to you. It is your responsibility to arrange meetings with your dissertation supervisor and to consider the advice you are given. Your supervisors are there to advise and support you, but you are responsible for developing your research question, an appropriate methodology, theoretical framework, and analysing your data in a way that is consistent with Master’s level work.

general guidanceThe dissertation is designed to provide you with an opportunity to develop knowledge and understanding in relation to a specific topic area within your chosen area of study. It is highly recommended that as you develop your topic, you select one which is of interest to you, and/or which has practical application to a current or future career. Whilst rewarding, the dissertation can be a long and difficult process, and those students who ignore this advice tend to find it longer and more difficult than most. To successfully complete this task, within the dissertation, you must fulfil the following:

• You must identify and justify an appropriate topic within the framework of the programme.• You must demonstrate a critical understanding of the relevant literature, issues, theories, and

methodologies within your topic area. This will include drawing upon both academic and non-academic sources of information.

• In addition to demonstrating understanding of the criteria mentioned above, you must also demonstrate an ability to synthesise various sources of information and to derive appropriate conclusions and recommendations.

• Your work must be produced to a high standard of English and presentation, and use appropriate referencing.

Dissertation supervision guidelines The purpose of this section is to make you aware of arrangements for dissertation supervision once your proposal has been accepted, particularly with regard to the commencement of written work. The supervisory team has had lengthy discussion regarding the appropriate type of support to provide students, and the need for consistency in approach. Some institutions provide no reading of draft material for Masters Dissertations. At others, supervisors will read material right up until the submission deadline. On the face of it, the latter may be more appealing to you as students. However, the problems with such an open-ended arrangement are twofold: 1) there are discrepancies in how much individual staff members will comment and when they are available (especially given that many staff members take their holidays in the summer months). This can lead to some students being (dis)advantaged over others due staff leave/other commitments etc.; 2) as a professional qualification at Master’s level, you are expected to undertake and produce your own work, not the work of your supervisor. We believe the following arrangements will provide you with a good level of support in consideration of the above three points.

43Tel: +44 (0)1803 865934

Supervisors will accept written material to read/comment on up to two months prior to the submission deadline. After that students will not be able to submit written drafts of their work for comment. By this time, it is expected that you will have produced solid working drafts of your introduction, literature review, and methodology. These Dissertation Guidelines provide you with all the information you need to successfully complete your dissertation. After the deadline for the submission of written drafts, students are welcome to continue to contact their supervisors for conversations, but they must not be asked to read and comment on written material. You will therefore continue to have support/guidance on critical issues/questions, but it is up to you to write and present the final document. Supervisors have agreed that we need to be consistent in our approach, and that even though they may be around in the summer, they are obliged to reject any requests to read written material, as it would not be fair to other students.

Dissertation Primary and secondary supervisorsWhen you have decided on a particular subject area, the module leader will help you identify a primary supervisor who could be a Schumacher College faculty member, from Plymouth University or an agreed 3rd party. Your primary supervisor is expected to afford you up to 20 hours of supervision time, including time for reading drafts and the final dissertation. Where your primary supervisor is a 3rd party, their role will be confirmed by the module head and they will be contracted by the College to fulfil the role.

In addition to your supervisors, you are encouraged to draw broadly from others in the field in which you are working. Your research is a good way to make contacts that might be useful further on in your journey. Schumacher College has a flow through of expert teachers from all sorts of fields who will be pleased to help you. Recommended Texts and sources:

• Daniel Barbezat Wanting: Teaching Economics as Contemplative Inquiry• http://www.contemplativemind.org/archives/1517• Bryman, A. (2008) Social Research Methods. 3rd edn. Oxford: Oxford University Press.• IIED (1997) Valuing the Hidden Harvest: Methodological Approaches for Local leve Economic

Analysis of Wild Resources. Research Series Vol 3 No 4.• David Holmgren, Future Scenarios http://www.futurescenarios.org/• Lyson, Welsh and Torres, Scale of Agricultural Production, Civic Engagement, and Community

Welfare• Mason, J. (2002) Qualitative Researching. 2nd edn. London: Sage.• Moser, C.A. and Kalton, G. (1993) Survey Methods in Social Investigation. 3rd edn. London:

Heinemann.• Claire Petitmengin & Michel Bitbol, The Validity of First-Person Descriptions as Authenticity and

Coherence File• Reason P. And Bradbury H. (eds) (2008) The Sage Handbook of Action Research, Sage Publications,

London.• Reason P. & H. Bradbury (Eds.), Handbook of Action Research: Participative Inquiry and

Practice (pp. 1-14). London: Sage 2001 (the copy of this on the website is a typescript)• Reason, P., & Canney, S. (in preparation 2015). Action Research and Ecological Practice In H.

Bradbury (Ed.), Sage Handbook of Action Research. London: Sage Publications• Jonathan Smith (Ed.), Qualitative Psychology: A Practical Guide to Methods. London: Sage

Publications.• Silverman, D. (ed.) (2004) Qualitative Research – Theory, Method and Practice (London: Sage)• Francisco J. Varela and Jonathan Shear, First-person Methodologies: What, Why, How? File 95.2KB

PDF document

http://www.contemplativemind.org/archives/1517

http://www.futurescenarios.org/

http://open.schumachercollege.org.uk/mod/resource/view.php?id=10234




a2 gUiDElinEs on FoRMaTTing FoR ThE PRoDUcTion anD sUBMission oF DissERTaTions

cover pageRefer to submission details.

Title pageThe title page must provide a title relevant to the topic as well as the student’s full name, the name of the course, the college and university and the year of submission.

abstractYour abstract must be between 110 and 120 words. It should summarise concisely the topic/phenomenon that was investigated, the key results, and the main conclusions reached.

acknowledgementsAll acknowledgements, including sources of funding, assistance received from colleagues/supervisor appear immediately after the abstract.

Table of contentsThis is simply an outline of the headings with relevant page numbers.

list of tables/figuresIf you have tables or figures you will want to include a separate page giving their titles and relevant page numbers.

Information relating to all of the following categories is normally required in a dissertation. The following sequence is conventionally regarded as a good model, however, it may not suit all purposes and the precise format of a final dissertation is a matter of personal choice to be discussed and agreed with your supervisors.

Five distinct elements are expected to be included in any dissertation, though it is not strictly necessary that each be addressed in distinct and discrete sections or in the following order: (1) introduction, (2) literature review, (3) methodology, (4) findings and discussion, and (5) conclusion, followed by references and appendices outlined below.

The following instructions are relevant In those cases where the conventional route to dissertation writing is favoured and the elements listed above are addressed discretely and sequentially.

inTRoDUcTion • The heading for this section is simply inTRoDUcTion (in upper case and in bold). • The purpose of this section is to set the stage/context for the Main discussion. This May be

achieved by discussing previous literature and by highlighting the project’s importance and/or value and/or contribution to its related field of study.

• This section should end by outlining the project aims and objectives and by detailing an outline of the structure of the thesis.

liTERaTURE REViEW• The heading for this section is simply liTERaTURE REViEW (in upper case and in bold). • It provides a critical assessment of the relevant bodies of knowledge and theoretical frameworks

pertinent to your research problem. It is not enough simply to report the literature in a “who said what” manner. At Master’s level you are required to synthesise and draw your own conclusions on the key areas within your topic.

45Tel: +44 (0)1803 865934

METhoDologY• The heading for this section is simply METhoDologY (in upper case and in bold). • It should justify and explain both your approach and choice of methods in relation to both

primary and secondary data. • It should be presented in such a way that the reader would be able to replicate what you have

done should they wish to do so. Thus, detail is important, as are those things that did not work or could have been improved. Thus, it is essential to demonstrate reflection and critical awareness in your methodology by discussing limitations and issues of reliability and validity.

• The subjects in the study should be described together with the criteria and method of selection• It should discuss ethical issues and justify ethical approaches where appropriate.

FinDings anD DiscUssion• The heading for this section is as ‘FinDings anD DiscUssion’ (in upper case and in bold).• It should present your data and findings in a clear and appropriate Manner, but more importantly

you are providing the reader with the analysis of these data/findings and a discussion that is set within the context of the literature review and methodology

• This discussion is subtitled as appropriate. This is the penultimate section of the dissertation. It is here that you demonstrate your discoveries to the reader.

conclUsion• The heading for this section is simply conclUsion (in upper case and in bold).• This section can begin with a restatement of the research problem, followed by a summary of the

research conducted and the findings. • It then proceeds to make concluding remarks, offering insightful comments on the research

theme, commenting on the contributions that your study makes to the formation of knowledge in the holistic science field, and may also suggest research themes/challenges in years ahead.

• This section need not be limited to one or two paragraphs. The contribution of your project deserves to be insightfully featured here.

TaBlEs anD FigUREs• Tables and figures should be numbered and given a brief one-line descriptive title. Example:

Table 1. UK National Parks Figure 1. The Study Area in the South Hams

• Data in tables should be presented in columns with non-significant decimal places omitted.• All table columns should have brief headings• Tables should be kept as short as possible (i.e. no more than a single side).• Important details should be footnoted under each table or figure, using alphabetic superscripts to

connect the footnote to the relevant term/figure in the table. References to sources of information should appear at the bottom of the table. Example: Source: Smith (2013: 203).

• Tables and figures generated by the author need not be sourced.• All illustrations or graphical representations should be referred to as figures.

REFEREncEs• It is vitally important that you refer to sources of literature wherever possible. This may be

achieved throughout the dissertation’s text and/or in a list of references that appear at the end of the dissertation.

• Please note that you should provide a list of only those references that you have cited in your dissertation. You are neither asked for, nor should you provide a bibliography, which is all the Material you consulted during the research process.

• You should follow the harvard system of referencing, further details of which may be found in section 20 of the Student College & University Handbook.


aPPEnDicEs• You should think carefully why appendices are needed. References, copy of questionnaire,

interview transcripts are required but do not ‘pad out’. • Appendices should be numbered, titled and have page numbers that follow from the main text.

FonT siZE, sPacing anD WoRD lEngTh• The report must be typed 1.5 spacing, font size 12, on A4 paper, with at least 2.5cm left hand

Margin and with consecutive page numbers. • The word limit for the dissertation on MA Economics for Transition and MSc Holistic Science is

15,000 to 20,000 words and on MA Ecological Design Thinking 10,000 – 12,000 words not including tables, list of references, contents or appendices.

oThER sTYlE gUiDElinEs• abbreviations/acronyms – should appear in full on first appearance followed by acronym in

brackets. If you are only going to use once or twice then only use full name. • Third person – Normally, the dissertation is written in the third person. Exceptions to this

guideline can be discussed with your dissertation supervisor.• Terms – unfamiliar terms, especially those in foreign languages, should appear in italics, followed

with their meaning in English in parenthesis. Example……modiriat (Management)……• spelling – ensure you spell check your report using UK spelling. • numbering – Do not number each paragraph.

It is intended that these dissertation guidelines enable a wide variety of types of investigation. For example, these may include empirical research; contributions to theoretical or experiential knowledge; applied projects (such as the development of a business plan for a social or environmental enterprise) and artistic projects (such a documentary on an issue related to the holistic science). Your supervisor is there to help you structure and plan your work within the dissertation guidelines.

a3 sUBMission oF DissERTaTion

Four bound hard copies and one electronic copy of your dissertation must be submitted at the same time

The title of the project, the name of the student and the programme studied must appear on the front cover. Four bound copies and one electronic copy (with the raw data on the VLE/CD or Memory stick) of the dissertation must all be submitted to the postgraduate coordinator’s office at schumacher college by 12 noon Uk time on Friday 16 December 2016. Late submissions, within 24 hours of the deadline, will be capped at 50%. After 24 hours, or if a submission is not made, the dissertation will be marked as zero.

Dissertations being sent by post. Dissertations posted to the College must be sent by the deadline of 12 noon (GMT); the Postmark must clearly demonstrate that the deadline was met. Dissertations must be sent by the most reliable method available; tracked and signed for where possible. We cannot take responsibility for dissertations that go missing in the post and would suggest that you obtain a receipt as proof of postage.

Please note: the failure to present the work in the form specified or another form agreed beforehand by your supervisor will result in Marks being lost. also, students are reminded that academic offences, including plagiarism are treated very seriously by Plymouth University. a student who is proven to have committed an academic offence may be placing his or her degree in jeopardy. it is your responsibility as a student to make sure that you understand what constitutes an academic offence, and in particular, what plagiarism is and how to avoid it. The Plymouth University regulations on plagiarism and other academic offences are included in the faculty

47Tel: +44 (0)1803 865934

postgraduate programmes handbook under assessment and examination offences, including the penalties for offences. if you still do not understand what constitutes an academic offence, please consult your supervisor.

PlagiarismAs a general guide, to avoid plagiarism students should observe the following:

• Use their own words to express widely help concepts and general information obtained from lectures and books.

• When reproducing verbatim extracts from books, lectures or original papers, these should be placed in quotation Marks.

• Formally acknowledge (by means of reference) all sources of information.•

MaRking YoUR DissERTaTion The dissertation will be read by both your primary and secondary supervisors. If these supervisors cannot agree a mark, then a 3rd academic will be asked to act as an Independent Arbiter and make a judgement on the piece of work.

Once all dissertation marks have been agreed, a selection of dissertations demonstrating work from the top, middle and bottom two marking bands will be sent to the External Examiner for moderation.

a4 EThical aPPRoVal

Ethical principles for research involving human participants

Following discussions with your primary supervisor you may be advised or directed to submit for EThical aPPRoVal through the college’s Ethics committee. Where required, please submit for approval through the college’s Postgraduate Quality co-ordinator as soon as possible and no later than one month prior to the end of Term 2.

informed consentThe researcher should, where possible, inform potential participants in advance of any features of the research that might reasonably be expected to influence their willingness to take part in the study.

Where the research topic is sensitive, the ethical protocol should include verbatim instructions for the informed consent procedure and consent should be obtained in writing.

Where children are concerned, informed consent must be obtained from parents or teachers acting in loco parentis.

openness and honestySo far as possible, researchers should be open and honest about the research, its purpose and application.

Some types of research appear to require deception in order to achieve their scientific purpose. Deception will be approved in experimental procedures only if the following conditions are met:

• Deception is completely unavoidable if the purpose of the research is to be achieved.• The research objective has strong scientific merit.• Any potential harm arising from the proposed deception can be effectively neutralised or reversed

by the proposed debriefing procedures (see section 5).

Failing to inform participants of the specific purpose of the study at the outset is not normally considered to be deception, provided that adequate informed consent and debriefing procedures are proposed.


Covert observation should be resorted to only where it is impossible to use other methods to obtain essential data. Ideally, where informed consent has not been obtained prior to the research it should be obtained post hoc.

Right to withdrawWhere possible, participants should be informed at the outset of the study that they have the right to withdraw at any time without penalty.

In the case of children, those acting in loco parentis or the children themselves if of sufficient understanding, shall be informed of the right to withdraw from participation in the study.Protection from harmResearchers must endeavour to protect participants from physical and psychological harm at all times during the investigation.

Note that where stressful or hazardous procedures are concerned, obtaining informed consent, whilst essential, does not absolve the researcher from responsibility for protecting the participant. In such cases, the ethical protocol must specify the means by which the participant will be protected, e.g. by the availability of qualified medical assistance.

Where physical or mental harm nevertheless does result from research procedure, investigators are obliged to take action to remedy the problems created.

DebriefingResearchers should, where possible, provide an account of the purpose of the study as well as its procedures. If this is not possible at the outset, then ideally it should be provided on completion of the study.

confidentialityExcept with the consent of the participant, researchers are required to ensure confidentiality of the participant’s identity and data throughout the conduct and reporting of the research.

Ethical protocols may need to specify procedures for how this will be achieved. For example, transcriptions of the interviews may be encoded by the secretary so that no written record of the participant’s name and data exist side by side. Where records are held on computer, the Data Protection Act also applies.

Ethical principles of professional bodiesThis set of principles is generic and not exhaustive of considerations which apply in all disciplines. Where relevant professional bodies have published their own guidelines and principles, these must be followed and the current principles interpreted and extended as necessary in this context.

49Tel: +44 (0)1803 865934

application for Ethical approval of Research: Postgraduate Dissertations

name of student:

name of supervisor: Dates and Duration of the research

project:

aims and objectives of the

research project:

Brief description of research methods and procedures:

Specify subject populations and recruitment method. Please indicate also any ethically sensitive aspects of the methods. Continue on additional sheets if required.

a) Participants – inclusion/exclusion criteria

(b) Method of recruitment

Brief description of research methods and procedures:

(c) Details of research methods

DeclarationTo the best of our knowledge and belief, this research conforms to the ethical principles laid down by Plymouth University.

Student: ................................................. Signed: ..................................................Date: ...................................................Please print your name.

Supervisor:............................................. Signed: ..................................................Date: ...................................................Please print your name.


Notes:...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

51Tel: +44 (0)1803 865934

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................

...............................................................................................................................................................................................


Tel: +44 (0)1803 865934www.schumachercollege.org.uk

Date post:	17-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times