University of Chester

Programme Specification
Fashion Design BA (Hons) (Single Honours)
2017 - 2018

Bachelor of Arts (Single Honours)

Fashion Design

Fashion Design

University of Chester

University of Chester

Kingsway Campus Chester


Raffles College of Higher Education, Singapore (Level 6 only)

Undergraduate Modular Programme


Classroom / Laboratory,

3 Years

7 Years

Triannual - January - July - September




17a. Faculty

17b. Department

Arts and Humanities Art and Design

Art and Design 2008


Art and Design

Tuesday 26th May 2015

The BA (Hons) Fashion Design at the University of Chester offers students the opportunity to be part of a creative community at Kingsway Campus where they can develop as creative individuals who are confident and have a broad-based understanding of design within the context of the fashion industry. 

The programme’s ambition is for its graduates to be 21st century designers and creative thinkers highly prized by the creative industries that contribute considerably to economic growth. They will develop an individual visual language, and will be able to deal effectively with the innovative technological demands of an intensively competitive global marketplace. Their learning will be supported within a setting that promotes critical intellectual growth, while provoking creative challenges and experiences embracing Fashion Design as a cultural and commercial activity. Therefore the programme aims:

  • To deliver a progressive programme of study of contemporary fashion design practice that encourages the development of independent critical thinking and personal responsibility.
  • To engage students in critical analysis and awareness of contemporary ethical and social and socio-economic issues inherent in 21st century fashion production including: the celebrity as endorser; body size awareness; inequalities inherent in globalised garment production; class issues in high-end fashion placement; the use of stereotypes in fashion marketing and promotion.
  • To support the creative experimentation that develops independent creative practitioners.
  • To enable students to locate Fashion Design within its theoretical, technical, ethical, social, professional and historical contexts.
  • To prepare students for the changing nature of Fashion Design as a profession and its interconnection with the wider creative industries.
  • To promote a multidisciplinary approach to Fashion Design and facilitate independent thinking and an entrepreneurial approach to new and emerging production practices, platforms, materials and tools.
  • To promote group and collaborative working practices and principles throughout the three years of study across the Department of Art & Design and the Faculty of Arts & Media and beyond.
  • To embed the fundamental principles and theories which form the foundations for effective visual communication through Fashion Design while encouraging intellectual enquiry into these theories and principles and the connections between theory, context and practice.
  • To provide a vehicle through which practical and media based skills relevant to Fashion Design practice can be experienced, utilised and deployed in an appropriate and informed manner.
  • To provide opportunities for a wide range of students, with diverse experiences, qualifications, and origins to think creatively, critically and analytically so that they may be prepared for graduate employment and/or independent practice and/or postgraduate study.


Level 4

Identify and engage with methods of fashion planning and production, history and cultural context. [AD4601, AD4602, AD4603]

Level 5

Creatively utilise materials, techniques and technologies related to all aspects of fashion design. [AD5601, AD5602, AD5603]

Level 6

Demonstrate, through research, fashion garment production and written work, a sophisticated level of understanding of the fashion designer’s relationship with clients, manufacturers, markets, consumers and media professionals. [AD6601, AD6604]

Demonstrate the ability to source, navigate, select, retrieve, evaluate, manipulate and manage information from a variety of sources with minimum guidance in written and practical work. [AD6602, AD6603]

Level 4

Demonstrate awareness and application of research skills to evaluate fashion concepts, products and critiques; [AD4603, AD4604]

Level 5

Assimilate ideas, form, content, processes and techniques based on reflective evaluation and feedback. [AD5601, AD5602, AD5404, WB5101]

Level 6

Effectively synthesise and articulate knowledge, understanding, attributes and skills in the contexts of fashion creative practice, employment, further study, research and self-fulfilment. [AD6601, AD6604]

Level 4

Demonstrate an awareness of the methods, tools, traditions and development of fashion design within its historical, social and cultural context. [AD4601, AD4603, AD4604]

Level 5

Critically select, test and make appropriate use of materials, processes and environments in exploring and resolving fashion design production projects. [AD5601, AD5602]

Manage and make appropriate use of the interaction between intention, process, outcome, context, and the methods of dissemination in fashion projects and/or tasks. [AD5601, AD5602, AD5404, WB5101]

Level 6

Demonstrate resourcefulness and entrepreneurial skills to support their own practice, and/or the practice of others. [AD6601, AD6604]

Demonstrate competence in the practice, processes, techniques and methodologies required in the study, research and production of fashion design. [AD6601, AD6602, AD6603, AD6604]

Level 4

Competently present ideas and information in visual, oral and written forms within the context of fashion design practice. [AD4603, AD4604]

Level 5

Effectively select and employ communication techniques and information technologies to articulate ideas and experience in visual, oral and written forms within the context of fashion design practice. [AD5404, WB5101]

Level 6

Competently present ideas and work to expert and non-expert audiences in a range of situations related to fashion design practice. [AD6601, AD6602, AD6604]

Demonstrate the ability to develop well argued critiques in verbal and text form and present these effectively. [AD6601, AD6603]

Level 4

Level 4 (Year 1) BA (Hons) Fashion Design students will be introduced to basic skills and principles of fashion design.  These introductions will be seamless allowing the students to explore and identify new creative synergies within the introduction topics supported by key aspects related to the theory, practice and context of the discipline. Students will explore the technology of garment construction developing an understanding of research methodologies, developing concepts, fashion design, pattern cutting into three-dimensional form. Students will also be introduced to a range of study skills to support an analytical and creative approach to the subject.

  • AD4601 Introduction to Fashion (40c)
  • AD4602 Introduction to Textiles (40c)
  • AD4603 Fashion Culture and Context (20c)
  • AD4604 Contemporary Fashion Industry (20c)

Level 5

Level 5 (Year 2) extends the student’s skills, developing a more professional approach to practice but also experimenting, testing out ideas and developing their own interests and fashion design specialisms. Students will also start to direct their work towards developing a designer identity through both live Fashion industry projects and self-authored assignments. Students will also have the opportunity to undertake a work based or experiential learning placement in fashion / textile design or related industry environment through module AD5404 or Module WB5101. 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 their PAT prior to departing on their overseas placement. 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.

  • AD5601 Fashion Concept Visualisation and Development (40c)
  • AD5602 Garment Production (40c)
  • AD5603 Fashion Culture and Society (20c)
  • AD5404 Experiential Learning in Art and Design (20c) (Department module) [option]
  • WB5101 Enhancing your Employability through Work Based Learning (20c) (Institutional module) [option]
  • WB5004 Learning in the Wider World (20c) (Institutional module) [option]
  • WB5008 The Study Abroad Experience (120c) (Institutional module) [option]

Level 6

Level 6 (Year 3) will enable students to determine future career pathways through exploring the very broad range of fashion design and related disciplines. They will identify and pursue their ambitions through practice opportunities from developing fashion collections with couture ambitions to design for ready to wear and specialist apparel sectors. Students’ creativity and knowledge will be challenged through live client driven projects, self-generated assignments, competition entries, professional practice, research, and a final major collection that will be presented to public audience. Within this level 6 final year of study students develop their work in line with their own design philosophy and career expectations. Through extensive original research they will establish their own approach to fashion design practice and competently produce two dimensional, three-dimensional and digital fashion artefacts alongside related reflective and critical writing.

  • AD6601 Fashion Concept Development (40c)
  • AD6602 Portfolio Development (20c)
  • AD6603 Fashion Futures (20c)
  • AD6604 Creative Development and Realisation (40c)

Mod-Code Level Title Credit Single
AD4601 4 Introduction to Fashion 40 Comp
AD4602 4 Introduction to Textiles 40 Comp
AD4603 4 Fashion Culture and Context 20 Comp
AD4604 4 Contemporary Fashion Industry 20 Comp
AD5404 5 Experiential Learning in Art and Design 20 Optional
AD5601 5 Fashion Concept Visualisation and Development 40 Comp
AD5602 5 Garment Production 40 Comp
AD5603 5 Fashion Culture and Society 20 Comp
WB5004 5 Learning in the Wider World 20 Optional
WB5008 5 The Study Abroad Experience 120 Optional
WB5101 5 Enhancing your Employability through Work Based Learning 20 Optional
AD6601 6 Fashion Concept Development 40 Comp
AD6602 6 Portfolio Development 20 Comp
AD6603 6 Fashion Futures 20 Comp
AD6604 6 Creative Development and Realisation 40 Comp

Level 4: A candidate who successfully completes Level 4 will have accumulated 120 academic credit points, and will be eligible for the award of Certificate of Higher Education*. These 120 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 240 academic credit points, and will be eligible for the award of Diploma of Higher Education*. These 240 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 360 academic credit points, and will be eligible for the award of an honours degree*.

(*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.

UCAS points

A minimum of 112 UCAS points from GCE A Levels or equivalent including one of the following subjects: Art, Art & Design, Design & Technology or Textiles. Typical offer BBC/BCC


BTEC Extended Diploma (Art & Design): DMM

BTEC Diploma (Art & Design): D*D*

Irish/Scottish Highers

B in 4 subjects, including Art

International Baccalaureate

26 points, including 5 in HL Visual Arts


Access to HE Diploma (Art & Design), to include 45 credits at level 3, 30 of which must be at Merit


OCR National Extended/Diploma: Distinction/Merit profile plus one of the GCE A level subjects listed above

Extra Information

Please note that we accept a maximum of 8 UCAS points for GCE AS Levels and that the Welsh Baccalaureate (core) and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.

Applicants with Foundation Degrees or HND/C qualifications in related or appropriate subjects can enter at Level 5 or 6, the entry level depending on their respective profile of achievement [i.e. the merit/distinction profile across the respective programme units] and the match of that programme to the Level 4 and/or Level 5 coverage of the BA(Hons) programme at Chester.

Applicants with non-standard qualifications will be considered by the department in conjunction with the Marketing, Recruitment and Admissions' Services in accordance with the precepts and procedures set out in The University Handbook on the Admission of Students. This may particularly apply to those wishing to study the programme part-time, however, as there is no separate part-time mode of delivery, such students will be considered against the same criteria as non-standard full-time applicants. Module descriptors will detail any prerequisites or co-requisites for those students wishing to study part-time.

UCAS entry profiles may be found at Mature students are considered on an individual basis and where appropriate relevant work experience will be taken into consideration. Students with non-UK qualifications should consult the University's Admissions team or its International Office.

Normally, a successful portfolio review and interview is required for all applicants applying to Level 4, 5 or 6 of the programme.

Accreditation of Prior Learning (APL)

Applicants who have previously successfully completed study evaluated as equivalent to a total of 240 credits at Levels 4 and 5 in an appropriate related subject will normally be eligible for admission with advanced standing to Level 6 of the programme, depending on their respective profile of achievement [i.e. the merit/distinction profile]. This could include completion of a Foundation Degree, HND or an Advanced Diploma from Florence Institute of Design International or Raffles College of Higher Education in subjects benchmark approved by the University of Chester.

Raffles College of Higher Education Level 6 entry

Successful completion of RCHE Foundation Studies Certificate including successful completion of modules CZFO7006, CZFO7007,CZFO7008;

Or, successful completion of RCHE ELP Advanced English module CZEL9200.

Please note that the starting months for Level 6, Raffles College of Higher Education, Singapore, are January and July.

The starting month for Kingsway Campus, Chester, is September.

The structure of the BA(Hons) Fashion Design programme reflects the Subject Benchmark for Art & Design 2008, available on the QAA website, and the Higher Education Qualifications Framework 2008 – also available on 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 national guidelines.

These benchmarks cite a number of common characteristics that should be achieved as a threshold by graduating students. These common characteristics are evident in the learning outcomes and module aims of studio practice and critical studies modules where they are embedded and which cumulatively, through level progression, lead to successful completion of the programme.

Also referenced is the development of graduating students’ relationship to professional practice within the discipline. Such developments are evident in the learning outcomes and module aims of theoretical, contextual and professional practice.

Relation of modules to the Art and Design Benchmark Statement (QAA, 2008):

This programme aims to support Fashion Design students develop these fundamental abilities in creative realisation, communication and life skills as noted in QAA's (2008) Art and Design Benchmark Statement:

Creative knowledge:

  • Consider and utilise links between intentions, process, outcomes, context and methods of promoting outcomes; [Levels 4, 5, 6]
    • AD4602 Introduction to Textiles
    • AD5602 Garment Production
    • AD5404 Experiential Learning/WB5101 Enhancing your Employability through Work Based Learning
    • AD6604 Creative Development and Realisation
  • Select, test and make appropriate use of materials, processes and environments in response to briefs and projects;  [Levels 4, 5, 6]
    • AD4602 Introduction to Textiles
    • AD5602 Garment Production
    • AD5404 Experiential Learning in Art and Design/WB5101 Enhancing your Employability through Work Based Learning
    • AD6604 Creative Development and Realisation
  • Generate ideas, concepts, proposals, solutions and arguments independently or collaboratively in response to set briefs or self-initiated projects; [Levels 4, 5, 6]
    • AD4601 Introduction to Fashion
    • AD5601 Fashion Concept Visualisation and Development
    • AD6601 Fashion Concept Development
  • Develop skills in entrepreneurship through innovation, selection of appropriate markets and developing technical skills in new media promotion. [Levels 5, 6]
    • AD5601 Fashion Concept Visualisation and Development
    • AD5603 Fashion Culture and Society
    • AD5404 Experiential Learning in Art and Design/WB5101 Enhancing your Employability through Work Based Learning
    • AD6602 Portfolio Development
    • AD6603 Fashion Futures
    • AD6604 Creative Development and Realisation 

Communication and professional knowledge:

  • Develop ideas, solutions and arguments based on project work developed including artefacts, reports, essays, reflective logs and films;  [Levels 4, 5, 6] 
    • AD4601 Introduction to Fashion
    • AD5601 Fashion Concept Visualisation and Development
    • AD6601 Fashion Concept Development
  • Use visual languages in a variety of media to investigate, analyse, interpret, develop and articulate ideas and information;  [Levels 4, 5, 6]
    • AD4601 Introduction to Fashion
    • AD5601 Fashion Concept Visualisation and Development
    • AD6601 Fashion Concept Development
  • Understand the impact audiences, clients, markets, consumers and co-creators have upon the fashion designer's concepts and outcomes.  [Levels 5, 6]
    • AD5601 Fashion Concept Visualisation and Development
    • AD5603 Fashion Culture and Society
    • AD5404 Experiential Learning in Art and Design/WB5101 Enhancing your Employability through Work Based Learning
    • AD6602 Portfolio Development
    • AD6603 Fashion Futures
    • AD6604 Creative Development & Realisation 

Transferable life skills (all modules):

  • Self-management; [Levels 4, 5, 6]
  • Critical engagement;  [Levels 4, 5, 6]
  • Team working and social skills;  [Levels 4, 5, 6]
  • Communication through the presentation of ideas/solutions/outcomes;  [Levels 4, 5, 6]
  • Information technology and media skills;  [Levels 4, 5, 6]
  • Personal qualities: enthusiasm, resilience and commitment.  [Levels 4, 5, 6]


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.”

The methods of learning and teaching on the programme are activity-based and recurring in order to support the development of the required attributes and skills for the discipline and to meet the threshold benchmarks. They enable students: to become independent learners; to take responsibility for their learning as well as support the learning of their peers; to support students' developing understanding of what is needed in order to improve their practice; to offer a variety of learner experiences that help students to develop skills in research, critical analysis, evaluation, making informed judgments, reflection on their own learning and the variety of communication methods available to them.

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, practicing 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 peer review and assessment; self-directed learning and work based learning. Site visits to fashion studios, production facilities, relevant related industry environments 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, computer rooms and offsite locations.

A range of formative and summative assessment modes are employed which may include some or all of the following: project rationales; strategic planning documents such as production plans, rationales, project presentations (written, visual and oral); written essays; individual creative projects; project/research journals, production notebooks and sketchbooks; individual and group practical projects and personal development planning. 

Dependent on the credit weighting of individual modules, weekly academic contact may vary as students progress through the levels of the programme. Academic staff, Technician / Demonstrator staff 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 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 staff availability.

Formative and Summative Assessment

BA(Hons) Fashion Design students are both formatively (informally and formally) and summatively assessed in each module. Formative assessment refers to an evaluation of students’ on-going work-in-progress 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 Fashion 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 and feedforward”. 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, fashion 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 fashion design practice. 

All levels of study will be assessed through a combination of practical, visually creative, 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.
  • At 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. 

Marking Criteria

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 Fashion 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. Module handbooks and assignment briefs will extend the key information found in the module descriptor to include narrative, context and specific assignment submission requirements. Formative feedback will give greater detail to the levels of achievement with specified criteria of work-in-progress to support students' greater achievement at summative submission. Summative feedback will clearly link the level of student achievement articulated in the submitted work against the criteria set in the assignment. 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 Fashion 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.



The Fashion Design programme will primarily prepare students for progression into careers in fashion design. Employment opportunities exist in a variety of roles related to fashion, garment production, fashion retail and marketing / communication of fashion concepts. In the 2014 report The Value of the UK Fashion Industry, published by The British Fashion Council the contribution of fashion design and related practices to the UK economy was measured at £21 billion with a strong argument to show that the industry could claim an additional £16 billion indirect economic impact. Close to a million people across a wide range of roles were identified as employed and the industry provided diverse opportunities for young people. Britain has an international reputation for the quality of its fashion designers and London is regarded as one of the world’s fashion centres. The strength of fashion design within the British creative economy is also significant opportunity for the fashion designer’s skill set to be exploited in the wider media and design field. The fashion design student’s graduation collection / portfolio will demonstrate the relevant skills and knowledge required for employment in these fields. An indicative list of professions this programme prepares students for:

  • Fashion Designer
  • Apparel Designer
  • Accessory Designer
  • Retail Buyer

For further information on job descriptions of the above professions please visit the Prospectus website here:

Graduates of the programme may wish to progress on to a wide range of postgraduate programmes offered by the university.

Careers' Advisors have been allocated to the Faculty of Arts & Media and students of Fashion are able to access information concerning both vocational and educational opportunities during their programme and following graduation.

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.


Fashion Design students will be engaged on an exciting creative programme of study in a department and faculty known for productive creative output. Study on BA (Hons)Fashion Design is active, project focused where collaboration is encouraged and, with some projects, required. This collaborative practice mirrors the experience students will have once in professional work situations and will enable stimulation and inspiration generation and life skills in group work, project leadership and collaboration with other creatives to reach a common designed outcome. Students will have opportunities to work with fine artists, photographers and graphic designers within the Department of Art and Design and with journalists, performers, dancers, musicians, film makers and broadcasters within the wider faculty. These projects will be opportunities built into the programme, particularly at Level 6, and will meet expectations of learning outcomes with support from lecturers.


Research scholarship and professional practice are vital components of the programmes within the department of Art and Design. The department contributed to the recent Research Excellence Framework REF assessment of research outputs and was the highest scoring department in the university with 93% of the research graded as being of a quality recognized internationally in terms of originality, significance and rigour. 14% ranked as world leading 4* work and 33% was deemed internationally excellent 3* work. Some of the key contributors to this result are involved in research on narrative drawing and the department is in the process of establishing a Centre for Narrative Drawing. This new development will also support department connections made between, art, design, cultural economy and participatory practice and this is reflected in the public realm cultural economy research with augmented and virtual reality interests in design. Work in materiality and embodied knowledge further enhanced the interdisciplinary opportunities offered.

The department also provides taught and research based postgraduate work with MA programmes in Design and Fine art and a Masters by Research (M Res) programme that facilitates individual research projects. There are a number of PhD students undertaking research in sound art, painting and the production of sculpture through CNC technology. Recent research projects in collaboration with the Cheshire West and Chester council included the use of Light as infrastructure and members of staff work with the council on its cultural strategy and lead artists scheme.

Induction for New Students

A one-week induction period is provided. Sessions typically encompass familiarisation with the structure of the programme and introductory lectures and/or practical workshops. Students are also made familiar with life as an undergraduate and have opportunities to meet fellow students from across the programmes in the Department. Learning Resource Centre inductions will occur and Departmental staff are introduced.

Personal Academic Tutors

The department fully endorses and adheres to the University's established Personal Academic Tutor system.  All students on degree programmes are allocated a personal academic tutor, (PAT) and students are advised to see their personal academic tutor regularly and particularly during their first year of study. The personal academic tutor will usually remain with the student throughout their studies, providing advice on academic development and progress and on matters non-academic in nature.

Academic/Learning Support

In addition to the personal tutor system, academic members of the Department of Art & Design operate a system of ‘surgery hours'. Students who wish to discuss matters with a member of staff may do so during the advertised surgery hours or by personal arrangement. 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 Learning Resources Department offers a wide range of IT and library services available to students. Student Support & Guidance provides dedicated support for students who may encounter difficulties with their learning or personal problems that impact on their learning.

Programme Information and University Regulations

Students will have access to a student handbook detailing the structure of the programme and relevant information concerning the University's regulations and how to access them. Each module within the programme has a dedicated Moodle page including module information and links to relevant information. All such information is widely available through SharePoint.

Contemporary Art Space Chester

The department is home to Contemporary Art Space Chester, (CASC) a contemporary gallery space that exhibits the creative output of students and staff. CASC also hosts external and touring exhibitions by artists and makers of national and international standing.

Guest Speakers, Visiting Lecturers, Guest Lecturers

The Department as a whole invites a range of guest and visiting lecturers of national and international standing and with specialist interests and concerns to deliver lecture and workshop sessions to students across all levels. Such sessions compliment timetabled sessions and serve to enhance further the student experience.

Study Trips

The Department of Art & Design organises and runs a variety of study trips for its students. These include visits to significant UK destinations and study abroad trips to, for example, Berlin, Paris, New York, Barcelona and Florence.

Back - to previous page  Print - launches the print options panel