To provide a supportive learning environment which values individuality and cultivates an engagement with and appreciation for lifelong learning.
To enable students to locate their practice within its theoretical, technical, ethical, social, professional and historical contexts.
To prepare students for the changing nature of visual communication practices and their interconnection with the wider creative industries.
To embed the fundamental principles and theories that form the foundations for effective visual communications while encouraging intellectual enquiry into these theories and principles and the connections between theory, context and practice.
To stimulate curiosity and embrace failure as an essential element of the creative process.
To promote a multidisciplinary approach to art and design and facilitate independent design thinking and an entrepreneurial approach to new and emerging art and design practices, platforms, materials and tools.
To deliver a progressive programme of study that bridges the gap between further and higher education, encourages the development of independent thinking and personal responsibility and provokes creative experimentation that is supported by robust design research that develops independent creative practitioners.
To equip students with the knowledge and understanding, skills and attributes necessary for postgraduate study or employment within the varied professions associated with art and design, the wider creative industries, or the other diverse careers that value the transferable skills and qualities gained from an education in art and design.
FHEQ Level 3:
Demonstrate a knowledge of terms and concepts relevant to the subject-specific modules.[FP3302, FP3303, FP3304]
Use academic study skills at the required level for further study at the University. [FP3002, FP3003]
Identify how theory can be applied to practice. [FP3002, FP3003]
Be aware of how undergraduate study prepares students for a professional career.[FP3003]
FHEQ Level 4: A sound knowledge and understanding of the basic principles and theories of graphic design and the historical context in which the subject resides. AD4203, AD4204
FHEQ Level 5: Knowledge of and critical and contextual understanding of the current and evolving canons of graphic design alongside an awareness of research methods for graphic design. AD5201, AD5204, AD5205
FHEQ Level 6: A comprehensive awareness and conceptual understanding of a complex body of both current and emerging: graphic design theories and techniques; methods of academic and practice-led enquiry; and methods of communication. AD6201, AD6207, AD6305
FHEQ Level 3:
Analyse, interpret and summarise information.[FP3002, FP3003]
Write in an academic manner.[FP3002, FP3003]
Begin to reflect on their own learning and use feedback as part of this process.[FP3003]
Demonstrate independent learning.[FP3003]
Integrate a variety of information sources to develop academically and professionally.[FP3002, FP3003]
FHEQ Level 4: Evaluate and interpret graphic design research, apply basic graphic design principles and theories and identify appropriate approaches to solving graphic design problems. AD4201, AD4203, AD4204
FHEQ Level 5: Evaluate the appropriateness of research methods for design showing an appreciation of how the limits of knowledge may influence the exploration and interpretation of research. Employ critical evaluation to determine the appropriate use of the diverse approaches to solving graphic design problems. AD5201, AD5204, AD5205
FHEQ Level 6: Analyse, consolidate and develop new knowledge. Critically assess research findings, conventions and opinions to make own judgement in order to originate projects and achieve solutions. AD6110, AD6201, AD6206, AD6207, AD6305
FHEQ Level 3:
Retrieve and collate information from a variety of sources.[FP3002, FP3003]
Use proficient reading and writing skills in preparation for the next level of study.[FP3002]
Demonstrate ability in Creative Arts applications.[FP3002, FP3303, FP3304]
Present creative skill in the production of their assessed work. [FP3303]
Work with others for problem-solving activities.[FP3302]
FHEQ Level 4: Recognise existing skills and identify areas for development, whilst practising some level of personal responsibility. AD4201, AD4203, AD4204
FHEQ Level 5: Take responsibility for and manage own learning in the development of existing skills and the identification and acquisition of new competencies, relevant to both the creative industries and the wider employment market. AD5201, AD5204, AD5205, WB5101
FHEQ Level 6: Act independently and show resourcefulness and tenacity in handling difficult and unpredictable situations. Identify and engage in the continued learning required for participation in the creative and cultural economy, postgraduate education and the wider graduate level employment market. AD6110, AD6206, AD6207, AD6305
FHEQ Level 3:
Communicate the ideas of others and their own ideas in an academic format.[FP3002, FP3003]
Use IT applications effectively for research and presentation purposes.[FP3002]
Discuss and debate relevant topics and ideas as part of the learning process.[FP3301]
Convert researched information to a summarised form.[FP3002, FP3301, FP3303]
FHEQ Level 4: Communicate, research findings accurately through written work, verbal presentations and practical outcomes. Present structured and coherent arguments for solutions to graphic design problems, in both written and visual forms. AD4201, AD4203, AD4204
FHEQ Level 5: Effectively communicate research findings to a variety of audiences from both professional and non-professional settings, in the form of: supporting information for graphic design research; copywriting; offering arguments and analysis through academic writing, publications, presentations, reports, rationales, and pitching documents. AD5201, AD5204, AD5205, WB5101
FHEQ Level 6: Successfully communicate through a diverse range of channels, design problems, research questions and findings, concepts, and solutions to a variety of audiences including: clients, peers, academics, creative industry professionals and a variety of user groups. AD6110, AD6201, AD6206, AD6207, AD6305
Foundation Year (Level 3)
The foundation year is aligned to the Framework for Undergraduate Modular Programmes and offers foundation level study whereby modules are 20 credits and students study for 120 credits in total to progress to the next level of study.
The programme is designed to introduce students to topics within the Creative Arts undergraduate degrees offered by the University, in conjunction with an academic skills curriculum to support learning and preparation for progression to level 4. There are synergies between the foundation year and the level 4 curriculum that students progress to. This includes module topics and themes that relate to the transference of knowledge and skills to the workplace, and the relevance of differing modes of teaching, learning and assessment.
There is a 20 credit module within the foundation year, University Study Skills, which offers students skills-based learning in preparation for level 4-6 studies to support academic progression, and to provide an introduction to successful undergraduate studentship.
The Graphic Design programme at the University of Chester offers an integrated approach to the study of the historical, social, cultural and critical contexts of graphic design, graphic design theory and the development of an individual graphic design practice. The programme is designed to meet the needs of a wide range of students, with diverse experiences, qualifications, origins and abilities. Structured to makes the most of the close relationship with the other programmes within the Department of Art and Design, modules at Levels 4 and 5 and 6 bring together students from the Single and Combined Honours programmes, providing a rich mix of students that opens up opportunities for collaborations across disciplines as well as exposure to the possibilities of multidisciplinary and interdisciplinary practices. While all modules at Level 4 and 5 on the Single Honours programme are compulsory their advancement through the modules increasingly allows for students to follow individualised pathways. Optional modules at Level 6 offer students the opportunity to undertake either a written dissertation, or an extended essay alongside a business focused, practice based module. While this is a modular structure students are encouraged to look holistically at each year and the full programme of study across the three years, making connections between the modules and recognising the progressive nature of the programme.
The progressive programme structure focuses initially on graphic design elements and principals alongside skills acquisition, with students exploring the broad applications of graphic design for print, screen and environment and experimenting with the traditional/analogue and digital materials, tools and techniques available to them. The programme seeks to explore the foundations of the subject through the exploration of traditional and craft based skills such as letterpress, screen-printing and stop motion animation, in order that students have a sound understanding of the origins of the subject and the techniques that shape the processes used in digital software. New and emerging tools, techniques and technologies are also investigated: 3D printing, laser cutting, augmented reality; social media and the Internet of Things are all investigated. This diverse mix of old and new allows students to explore a variety of approaches to problem solving within a controlled and supported environment. As students progress through the programme and as individual confidence builds, more complex problems and concepts are presented and students are encouraged to take a more critical approach to the evaluation and analysis of their own and others work and develop the self-assurance to present reasoned arguments and personal perspectives and to defend their individualised approach. With increased levels of autonomy, control passes over to the students in relation to the scope and direction of self initiated, self directed projects, which are led, in consultation with tutors, by the individual needs of the students in relation to their intended future career pathway.
At Level 4 students are introduced to: key historical design contexts; design thinking and the creative process; the wide range of critical and contextual dimensions of Graphic Design; visual language and alternative forms of visual expression alongside typography and its various contexts. The core module Text & Image brings together Single and Combined honours students and introduces the fundamental principles and theories that underpin the use of text and image to communicate a variety of messages, exploring the commercial, creative and intellectual possibilities of graphic design.
Single Honours students also undertake Visual Communication and Typography. Visual Communication develops students' experimental confidence, awareness of design thinking and conceptual problem solving. This module focuses on visual narrative and developing new ways of seeing. Typography builds on the basic introduction to the subject offered in Text & Image and is seen as an essential element of graphic design practice. Both traditional and digital approaches to type setting are investigated; grid systems and typographic rules are explored and manipulated and an appreciation for the nuance of type is developed through an experimental approach to the subject, media and materials.
Level 5 modules deliver more complex problems; develop knowledge as well as understanding and contextualise the relationship between, theory, research and practice. Students are encouraged to operate more autonomously, with tutor support and guidance. Modules in Communication;Motion Design and Design Research Methods build upon the knowledge, concepts, approaches and skills introduced throughout Level 4.
The core module Communication encourages Single and Combined Honours students to develop independence in their learning and their practice. Context, theory and practice are combined to investigate the cultural, ethical and socioeconomic dimensions of graphic communication and students are encouraged to consider their ethical position within these contexts. Multiple projects explore graphic solutions to complex problems, employing communication theory to engage specific audiences across a range of platforms.
Design Research Methods develops the Single Honours students understanding of the context of graphic design practice in terms of the stakeholders within the design process; the client, the audience and themselves, the designer. This module employs critical research and analysis to identify the design problem and propose multiple solutions that resonate with audience and client and allow for individualised approaches and outcomes.
Motion Design is compulsory for Single Honours students and further develops experimental design, visual narrative and story telling techniques, from ideas into motion design. Traditional and experimental approaches to creating moving image are explored; editing techniques and the importance of sound are prominent features of this module.
A distinguishing feature of the programmes at the University of Chester is the centrally administered Enhance your Employability throughWork-Based Learning consists of a five-week placement with a public or private organisation that matches the individual career aspirations of the students. Placements are either independently sourced by the student or are advertised to students who must then undertake an application and interview process. There are further employability focused, options available such as WB5004 Learning in the Wider World and WB5008 The Study Abroad Experience.
WB5004 is similar in ambition to WB5101 but facilitates undertaking the work based learning placement at a location outside the UK. WB5004, although available to all students as an alternative to WB5101 this module must be applied for and participation is restricted to students who meet the criteria of interview, attendance and behaviour during Level 5. All students will be required to receive clearance from the PAT prior to departing on their overseas placement. Students are advised that, should their academic performance, attendance or behaviour deteriorate, they may no longer be eligible for WB5004, and will be switched to WB5101 Work-based Learning. Students must complete and have a Risk Assessment approved before they are eligible for this module.
WB5008 This module will be offered as a complementary year of study abroad to students who have successfully completed their second-year of study (level 5). Application will occur in January of Level 5. As such, students may be required to present evidence of successful completion of Level 4, satisfactory on-going assessment, academic references and attendance in order for their application to be accepted. Students must also complete a Risk Assessment to indicate that they are fully aware of the requirements for the exchange, university/college and destination that they are applying for.
At Level 6 modules will further extend and challenge students' critical awareness, practice and intellectual ability, and are principally designed to allow students to determine future pathways or interests. Students are expected to work independently with minimum guidance. This structure is most clearly evident in the following: Creative Design Practice;Professional Practice;Contextual Enquiry and Dissertation in Art and Design.
Creative Design Practice enables the development of individualised negotiated projects through which students reflect on their experiences, identify future career or study aspirations and ascertain any barriers to the achievement of their goals; devising projects that will bridge these gaps, develop a personal context for their practice and explore in depth a subject or design problem that has a particular resonance with them. Students are expected to investigate and identify opportunities for collaboration, determine appropriate tools and materials, media and platforms for the development and dissemination of their solutions. This module links closely with the Professional Practice module, which facilitates self promotion beyond the context of the University making links with external practitioners, possible future employers, collaborative partners, educators, patrons, agents or clients. Professional Practice is a cross departmental module and brings together Single and Combined Honours students from Graphic Design, Fine Art and Photography.
Connections are also made between Creative Design Practice and the two optional written modules: Dissertation in Art and Design and Contextual Enquiry module. Students are encouraged in both modules to examine subjects that have close connection to their own practice, allowing for a deeper investigation into the contextual critical theory underpinning it. While the dissertation expects a more in depth, academic and scholarly approach with an outcome that is of publishable quality, Contextual Enquiry focuses primarily on students gaining a deeper understanding of the academic underpinning of their discipline with a view to writing a design study that is linked closely to their practice.
The final optional module Design Management & Production focuses on the synthesis of academic learning and the practical application to two distinct project briefs. The first, a live client-led brief, builds studio skills related to real-world scenarios of studio discussion, presentations and client pitches. The second project involves the application of conceptual thinking to utilise students' conceptual thinking, beyond its previous application to solving graphic design problems, to identify entrepreneurial opportunities outside the graphic design field.
There are two routes for Single Honours students at Level 6
Creative Design Practice
Dissertation in Art and Design
Creative Design Practice
Design Management & Production
Part-time students will undertake modules at each level in the order prescribed. Module descriptors will state any module prerequisites.
A candidate who successfully completes 120 credits at Level 3 will be eligible for a Foundation Certificate.
Level 4: A candidate who successfully completes Level 4 will have accumulated 240 academic credit points, and will be eligible for the award of Certificate of Higher Education*. These 240 academic credit points can be carried forward cumulatively towards the award of an honours level undergraduate degree award.
Level 5: A candidate successfully completing Level 5 will have accumulated 360 academic credit points, and will be eligible for the award of Diploma of Higher Education*. These 360 academic credit points can be carried forward cumulatively towards the award of an honours level undergraduate degree award.
Level 6: A candidate successfully completing Level 6 will have accumulated 480 academic credit points, and will be eligible for the award of Bachelor's Degree in Graphic Design*.
(*see the Quality Assurance Agency for Higher Education: The framework for higher education qualifications in England, Wales and Northern Ireland-August 2008).
For full details connected to University Admissions requirements and procedures, reference should be made to the current University of Chester Prospectus or the University and UCAS websites.
72 UCAS points from GCE A Levels
BTEC Extended Diploma: MMP-MPP
BTEC Diploma: MM
Access Diploma – Pass overall
International Baccalaureate: 24 points
Irish / Scottish Highers - CCCC
Other vocational qualifications at Level 3 will also be considered, such as NVQs.
Mature students (21 and over) that have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A-levels) will be considered on a case-by-case basis.
The structure of the Graphic Design programme takes into account the Subject Benchmark for Art & Design, available on the QAA website www.qaa.ac.uk, and the Higher Education Qualifications Framework – also available on www.qaa.ac.uk. Careful consideration has been made in mapping the module learning outcomes against the benchmark requirements and level indicators. Within each module the learning outcomes and the assessment criteria are based on the descriptors of the ‘Characteristics of Learning’ at each level detailed in these sources. The programme recognises that qualifications should be awarded to mark achievement of positively defined outcomes not as a compensation for failure at a higher level or by default.
Relation of modules and levels of study to the Framework for Higher Education (FHEQ): Level 4 is consistent with the FHEQ certificate level, where the holder “will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. They will be able to communicate accurately and will have the qualities needed for employment requiring the exercise of some personal responsibility.”
Level 5 is consistent with FHEQ intermediate level, where the holder “will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, for example HNDs, enabling them to perform effectively in their chosen field. Holders of qualifications at this level will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making.”
Level 6 is consistent with FHEQ honours level, where graduates “will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the holder will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The holder of such a qualification will be able to evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate them effectively. Holders of a bachelor's degree with honours should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.”
Foundation Year (Level 3)
The learning, teaching and assessment methods for the foundation year (level 3) are designed to development students’ academic skills and subject knowledge to successfully prepare them for their undergraduate degree programmes. There will be a focus on introducing students to the mode of delivery they will experience at undergraduate level on programmes across the University. These include the development of professional skills, seminars, lectures, debate, group and individual projects, and confidence with presentations and group discussion. Diversity of assessment types enables students to practise and demonstrate a wide set of knowledge and skills. There will also be instances whereby assessments will have a relationship with real-world scenarios and professional practice. Examples of assessments are group and individual presentations, exams, essays, posters, and the development of a portfolio or project.
Formative assessment is a key component of development on the foundation year (level 3). This will be used so that students can monitor their own performance, reflect on their development and prepare for summative assessments. This is particularly salient for the study skills provision, where skills development will be continuously (self) appraised by students and lecturers via group and personal tutorials. The subject-specific modules and study skills curriculum are not delivered as two distinct areas of the foundation year. Students will need to demonstrate proficiency in academic study skills throughout all of their modules.
A key aspect of the foundation year (level 3) will be the identification and development of critical thinking skills and reflection on one's own progress. This will be 'situated' within the University Study Skills module but students will be expected to utilise skills-based learning from this module across the programme. The programme aims to give students opportunities to take charge of their own learning by identifying their own interests and areas for development.
Levels 4 - 6
The methods of learning and teaching on the programme are activity-based and recurring in order to support the development of the above attributes and skills. They enable students: to become independent learners; to take responsibility for their learning as well as support the learning of their peers; to help students understand what is needed in order to improve their practice; and, to offer a variety of learner experiences that help students to develop skills in research, analysis, evaluation, making informed judgements, reflection and communication.
Generally, students will explore projects cooperatively. This may involve students working in teams presenting their work to the group and academic staff at various points. Generally teaching and learning methods will reflect the module subject matter and its identified learning styles. Predominantly taught sessions will aim to integrate practice and theory through an interactive classroom setting. Lecturers, Technical Demonstrators, Mentors, practising designers, researchers and industry-relevant practitioners will have varying involvement in the delivery of module content where possible. Learning opportunities will take place in both large and small group settings via lectures, seminars, tutorials, tutor and/or student-led discussions and critiques, demonstration workshops, individual and/or group tasks-activities, individually directed and structured reading and study, self and peers review and assessment, self-directed learning and work based learning. Site visits to design studios and relevant industry practices and study trips will take place where appropriate. To accommodate this delivery, teaching and learning will take place in a variety of environments including: specialist studios, lecture rooms, seminar rooms, workshops, photography studios and computer rooms and offsite locations.
A range of formative and summative assessment modes are employed which may include: in-class writing exercises, project rationales, strategic planning documents such as visual proposals, rationales, project presentations (written, visual and oral), written essays, individual creative projects, project/research journals, production notebooks, sketchbooks, individual and group practical projects and personal development planning.
The modules at Level 4 will typically consist of between three and six hours of contact time per week (or its equivalent over the year), dependent on the credit weighting of individual modules. Weekly academic contact may vary as students progress through Levels 5 and 6 but will follow this general pattern. Academic staff, and a Technician, Technical Demonstrator and Student Mentor, where appropriate, will be assigned to a module under the oversight of a Module Leader and/or the Programme Leader. It is important students recognise that a significant amount of the learning time will involve them identifying and managing the essential tasks as well as effectively managing their time and their own as well as the University’s resources. To this end, they will be supported in their development of project and time management skills during their first year of study.
As students are “learning by doing” they will be expected to: regularly undertake practical work; read essential and some recommended texts, journals and periodicals; investigate primary and secondary sources in their research; prepare so that they can offer input in taught sessions, presentations and any small group collaborations/seminars; and, carry out, complete and submit on-time all the required assessment tasks/activities related to their current modules.
In addition to the scheduled timetabled feedback sessions, students will be able to arrange additional individual academic tutorials through the departmental system of advertised appointment slots, subject to staffs' availability.
Students are both formatively (informally and formally) and summatively assessed in each module. Formative assessment refers to an evaluation of students’ work that is targeted toward helping a student improve. Summative assessment refers to a grade allocated in order to make a final judgement of student attainment. When taking an overall view of the programme, summative assessment also has the potential to be used for formative purposes.
Modules in Graphic Design are summatively assessed to ensure that progressive development for the student occurs across and/or during each level of the programme. Assessment, whether summative or formative aims to: clarify as well as focus students on what is important to learn (which in turn will become the basis for defining and structuring the learning environment); clarify the academic standards required and how they are assessed; integrate learning from the different modules; and offer students sufficient formative feedback.
The programme team is fully committed to “formal formative feedback”. Formal in this context means a definitive commitment by the student to undertake the required tasks and to submit these on time, as well as a definitive commitment by staff to the provision of timely, effective and written feedback related to specified learning outcomes and assessment criteria. Formal formative feedback will be used at strategic points throughout a module where it may not benefit students to be summatively assessed, for example with coursework where an holistic view of projects and/or tasks is important to their learning. This will ensure that students have a clear idea of their progress within a project, whilst offering the opportunity to develop and evidence learning gained from earlier work. Where mid-year formal formative feedback is provided, any student considered to be at risk of failing a module will be issued with a clear message that they are in an “at risk” situation unless they take the appropriate remedial action.
The range of assessment methods to be employed includes, design artefact or outcomes, written work, journals of enquiry, research files, visual proposals, project plans, visual rationales, blogs and presentations. Generally, assessment focuses on thinking and research skills, creative problem solving, as well as on the acquisition of technical and professional skills, thereby supporting a broadening perspective of graphic design practice.
All levels of study will be assessed through a combination of practical and written work as detailed in the module descriptors.
At Level 4 students will be assessed on the effectiveness of their initial development of design knowledge and their research skills (including visual exploration and experimentation), thinking skills, technical skills, making skills, and communication skills.
At Level 5 knowledge and skills will generally be assessed in the context of a broader understanding of professional practice. In Level 6 students will be assessed on their ability to successfully extend and enhance their knowledge and skills as a means of showcasing their creativity, innovation and expertise.
The Art & Design Department has adapted and contextualised the University-wide criteria set out in The Handbook of Requirements Governing the Assessment of Students at Levels 4, 5, 6 and 7.
It should be noted that, depending on the type of assessment, not every criterion within a particular skill and banding may be relevant to that particular assessment. Students will be given the specific criteria for each assessed activity/task.
Assessment and the Linkage of the Programme Learning Outcomes to Assessment, the Measurement of Key Skills and Level Related Assessment Criteria
The programme level learning outcomes, assessment tasks and assessment criteria are considered together as they are intertwined within the programme’s curriculum design. Methods of assessment are directly linked to the learning outcomes of the modules and thereby to the programme. The programme’s learning outcomes incorporate the knowledge and skills required to undertake further/postgraduate study or enter into the variety of careers which value the transferable skills and qualities gained from an education in Graphic Design. All skills, specialist and transferable, are included.
Each module descriptor states the learning outcomes that are to be evaluated in each component of assessment. These assessments test the student’s capability and achievement against the declared and articulated standards for the learning outcomes involved. Individual project briefs and formative feedback sheets will give greater detail to the levels of achievement with specified criteria. In general, assessed activities/tasks are designed to provide a broad platform for students to demonstrate that they have achieved the module outcomes across a wide ranging set of increasingly challenging contexts.
Re-assessment in Graphic Design
Reassessment activities for failed components of, or, for whole modules shall be equivalent and comparable in character to the original task(s).
Any group-based project, including presentations, will be replaced by an appropriate individual task. Where assessment has taken the form of presentation, candidates would be required to submit slides and presentation transcripts. In the case of dialogue assessment, candidates are called to the institution to undertake any oral assessments required. Both practical and written re-submissions are to be submitted for the reassessment period.
As the subject specialist skills in art and design are themselves a mix of knowledge, skills development, exposition and knowledge of and from practice, successful graduates will have the ability to: critically analyse and evaluate; apply knowledge in a wider context; explore, define and resolve issues/problems; initiate as well as complete projects; and, present coherent research, positions, exploration, experimentation, ideas, concepts in a range of appropriate media that relate to a given audience. These transferable skills make art and design students attractive to a wide range of mainstream employers, employers in the creative industries, Graphic Design and Interdisciplinary practitioners.
Typical Career Paths and Postgraduate study
Potential areas for employment for successful, motivated graduates progressing from the programme are considerable given the wide range of creative industries or businesses locally and internationally. The Combined Honours programme is intended to develop employable artists, designers or interdisciplinary practitioners who can work within the many areas of the creative industries, including design for print, screen or environment; it is also intended to develop graduates who could alternatively and realistically seek employment in other art and design related aspects of the creative, cultural or entertainment sectors, or who can undertake postgraduate study or research in a related subject.
Art and Design are broad disciplines that encompass many subjects and possible careers for those who are determined and flexible after gaining their first degree. The list includes: illustration; interactive design; animation; digital imaging; digital printing; editorial design; aspects of publishing; identity design; information design; advertising, marketing, graphic arts, commercial photography, education and more.
However, a significant number of art and design graduates also secure employment in design-related roles such as design managers, buyers or in design related businesses such as the UK printing industry or are successful in setting up their own creative businesses. Postgraduate study, for those students with a conventional and/or strong academic profile accompanied by design expertise, is welcome in all education sectors, with an articulated route into the MA Design or MA Fine Art at the University of Chester and opportunities to progress onto the MBA in Business Consultancy and Marketing, the MSc in Creative Business Management and the MA in Art Therapy, also offered at the University.
The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
The following additional information applies to Levels 4, 5 and 6 of the programme.
A one-week induction period is provided for all new students. Sessions typically encompass familiarisation with the structure of the programme. Students are also introduced to the Art & Design undergraduate experience, and wider University areas related to managing finances and issues of health and safety. Students will have Learning Resources and Library induction sessions, and will also have the opportunity able to meet with and discuss any questions they may have with Department staff.
Personal Academic Tutors
The Department fully endorses and adheres to the University's established Personal Academic Tutor scheme. All students on degree programmes administered by the Art and Design subject group are allocated a Personal Academic Tutor, and students are required to meet with their PAT on a regular basis particularly during their first year of study. The PAT will usually remain your tutor throughout the course of study and advises on academic development and progress. He or she is there to offer support at a pastoral level in both academic and non-academic matters.
Academic and Learning Support
In addition to the PAT system, academic members of the Department remain regularly contactable. Students who wish to discuss matters with a member of staff can approach the relevant lecturer to arrange a mutually convenient time. Although students will receive written feedback on their work, they may also make an appointment to see the relevant lecturer regarding any work submitted.
The University's Learning Resources Centre has dedicated Arts & Media librarians. Learning Support & Guidance also provide study support for students who experience difficulties with their learning.
Programme Information and University Regulations
A Programme Handbook, Module Handbooks and Module Schemes and Assessment Schedules, detailing the structure of the programme are made available to all students and are regularly updated as appropriate. All relevant information concerning the University's regulations is widely available via the University intranet Moodle pages in Portal.
Faculty specific Careers Advisors are available to advise Art & Design students and are able to help students access information related to both vocational and educational opportunities following graduation.
Back - to previous page Print - launches the print options panel