environmental and geographical sciences postgraduate network cm handbook 2011_12.pdf ·...

Faculty of Science and Engineering

ENVIRONMENTAL AND GEOGRAPHICAL SCIENCES

POSTGRADUATE NETWORK

Countryside Management

PgC/PgD/MSc//MSc by Research

Part-time, Distance Learning

Student Handbook

2011-2012

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Welcome to the University. We hope that you will

have an enjoyable, rewarding and successful year.

We hope that the information contained in this

handbook will be useful to you during your time

here. However, should you need any other advice, or

if you have any problems which affect your study,

please contact the Distance Learning Advisor

Francis Brearley ([email protected]) or

Postgraduate Network Programme Leader Mark

Cresswell ([email protected]).

Professor Phil Wheater

Head of School

mailto:[email protected]


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Welcome to the Faculty of Science and Engineering The Faculty of Science and Engineering is based in the John Dalton Buildings at the All Saints Campus (number 11 on the map below). For further information see http://www.mmu.ac.uk/about/locations/.

http://www.mmu.ac.uk/about/locations/

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CONTENTS INTRODUCTION 5

This Handbook 5 STRUCTURE OF THE ACADEMIC YEAR 6

Academic Calendar 6 Important Dates 6

CONTACT INFORMATION 7 UNIT COORDINATORS 8 ACADEMIC STAFF 9 COUNTRYSIDE MANAGEMENT STAFF 10 COMMUNICATIONS WITH STAFF 11

Teaching Staff 11 Change in Circumstances 11 Postgraduate Network Programme Leader 11 Director of Studies 11 Director of Programme Management and Quality Enhancement 11 Student Representatives 12 Programme Administrative Team 12 Careers/Student Support 12

ATTENDANCE AND ILLNESS 12 EXCEPTIONAL FACTORS AFFECTING YOUR STUDY 13 CHEATING AND PLAGIARISM 13 ASSIGNMENT GUIDELINES 14

Setting Assignments 14 Handing in Coursework 14

RESOURCES 15 Delivery of Units: FT and PT with Attendance students 15 Delivery of Units: PT DL students 15 Personal Development Plans 15 Books and Journals 15 Remote Journal Access for Masters Students 16

COMPUTING AND IT FACILITIES 18 e-mail Access 18

PROGRAMME AIMS 19 LEARNING OUTCOMES 19

Stage Learning Outcomes 20 TEACHING/LEARNING AND ASSESSMENT STRATEGIES 20 PROGRAMME STRUCTURE 21

Credit Accumulation and Transfer 21 Assessment 21 Programme Structures, Levels, Credits and Awards 21

POSTGRADUATE REGULATIONS 22 Grade Descriptors 23

UNIT DESCRIPTIONS 25 Unit Descriptions 25

UNIVERSITY STUDENT AGREEMENT 47

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INTRODUCTION Welcome to the Environmental and Geographical Sciences‟ Postgraduate Network Programme. The purpose of this handbook is to explain the structure and content of the programme. Postgraduate study provides the opportunity to specialise in a subject. This is achieved by studying at greater depth, by developing a critical and evaluative approach and by becoming more knowledgeable in the theoretical and methodological backgrounds of your subject. In doing so you will become better qualified in your sector of the job market and so enhance, or become able to change, your career path. You are embarking upon a programme which is challenging because it is at Master‟s level and because you will be far more responsible for your learning than you were as an undergraduate. In demonstrating your ability to manage your learning and to acquire the knowledge, concepts and methods of your subject; you will enhance a range of employability skills in addition to gaining a valuable postgraduate qualification. The programme is carefully and highly structured and is based around active, independent learning. You will interact with tutors and fellow learners and study independently. This will provide you with the opportunity to develop your learning skills as you progress intellectually towards your postgraduate qualification. This Handbook This handbook aims to give you the basic information on the aims (what the programme is about), structure, content, delivery and regulations that apply to your study programme. It also contains staff contact details, assignment submissions instructions and the programme schedule for this year. Part-time students will be advised on their programme of study by their Programme Leader and Distance Learning Advisor as appropriate. You will be given unit workbooks and learning packs which will contain detailed information guiding you through the units. You will also be given information on accessing libraries and online resources through the MMU Library. This handbook is a basic reference for the whole programme and contains formal statements on many regulatory issues – so don‟t worry if it seems a little dry in places. Read through it and then keep it handy to ensure that you can check details of the structure and procedures for your study programme when necessary. The information provided in this document may be subject to change- particularly that relating to electronic resources. If changes are made, every effort will be made to inform students with adequate notice. However, students should consult their University email accounts and Moodle on a regular basis to keep abreast of changes to learning activities, assignment deadlines, rooms, tutors, etc. The quantity of tuition stated as being provided in your timetable, syllabus, course handbook or other publication to you by the University is indicative rather than definitive and the University reserves the right to vary the quantity to such an extent as it may from time to time consider appropriate.

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STRUCTURE OF THE ACADEMIC YEAR 2011 – 2012 The academic year comprises 34 weeks, divided into three academic terms. Autumn Term 19 September 2011 – 16 December 2011 Spring Term 9 January 2012 – 23 March 2012 Summer Term 16 April 2012 – 22 June 2012 Academic Calendar

Enrolment, registration and induction week 12 - 16 September 2011 Board of Examiners (PgC/PgD stage, provisional) October/November Draft MSc thesis submission 1 September 2012 MSc thesis final submission 24 September 2012 Board of Examiners (MSc/MA stage provisional) June or October/November

Important dates

Enrolment, registration and induction 13 September 2011 Conference and Workshop Easter Vacation 2012 (dates

tbc) Field Course Summer 2012 (dates tbc)

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CONTACT INFORMATION

School of Science and the Environment Faculty of Science and Engineering The Manchester Metropolitan University Chester Street MANCHESTER M1 5GD

Programme Office e-mail address: [email protected]

Room No. Email address Head of School Professor Phil Wheater E110 [email protected] Postgraduate Network Programme Leader Dr Mark Cresswell E411 [email protected] 0161 247 6230 MSc Project Tutor (EG7591) Dr Steve Hoon E449a [email protected] 0161 247 3559 Distance Learning Advisor Dr Francis Brearley E411a [email protected] 0161 247 1717 Faculty Student Support Officer Emma Rayner E29a [email protected] 0161 247 1513 Any enquiries should be directed to the Student Information Point (SIP) The Science & Engineering Faculty SIP is located in the Foyer of the John Dalton Building Telephone: 0161 247 1779 E-Mail: [email protected] There are SIPs in other University buildings but as students of the Faculty of Science & Engineering you are strongly advised to use this one. Programme Administrative Team Refer to Faculty Home Page for contact details: http://www.sci-eng.mmu.ac.uk



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UNIT COORDINATORS (2011- 12)

UNIT COORDINATORS

69EG7501 Habitat Ecology Dr Francis Brearley E411 [email protected] 0161 247 6215 69EG7502 Habitat Management Dr Liz Price E410 [email protected] 0161 247 6200 69EG7503 Integrated Countryside Management Dr Mick Hillman E415a [email protected] 0161 247 1587 69EG7504 Monitoring Techniques Dr Francis Brearley E411a [email protected] 0161 247 1717 69EG7505 Countryside Management in Practice Dr Simon Caporn E448a [email protected] 0161 247 3661 69EG7506 Research Methods for Countryside Management Dr Mark Langan E447d [email protected] 0161 247 1583 and 69EG7591 MSc Project Dr Steve Hoon E449a [email protected] 0161 247 3559

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ACADEMIC STAFF Name Room Ext. E-mail Dr Mike Bennett (MB) E447c 6727 [email protected] Dr Jon Binnie (JRB) E404 1572 [email protected] Dr Jane Boygle (JEB) E407 6231 [email protected] Dr Francis Brearley (FQB) E411a 1717 [email protected] Dr Simon Caporn (SJMC) E448a 3661 [email protected] Dr Omair Chaudhry (OZC) E416 1574 [email protected] Dr Jianquan (James) Cheng (JC) E415 1576 [email protected] Paul Chipman (PC) E447d 1575 [email protected] Dr Mark Cresswell (MPC) E411 6230 [email protected] Dr Cathy Delaney (CAD) E410a 1567 [email protected] Prof Nancy Dise (NBD) E401a 1593 [email protected] Dr Ian Drew (IBD) E415a 1566 [email protected] Dr Tim Edensor (TJE) E405 6284 [email protected] Dr Julian Holloway (JJH) E415b 6233 [email protected] Dr Steve Hoon (SRH) E449a 3559 [email protected] Dr Paul Hooper (PDH) E447c 6197 [email protected] Ros Howell (RJH) E416 1584 [email protected] Dr Jonathan Lageard (JGAL) E415a 6205 [email protected] Dr Mark Langan (AML) E447d 1583 [email protected] Dr Stuart Marsden (SJM) E449b 6215 [email protected] Dr Hannah Matthews (HM) E410 1216 [email protected] Dr Steve Millington (SDM) E415b 6201 [email protected] Dr Dawn Nicholson (DTN) E411 6232 [email protected] Dr Liz Price (EACP) E403 6200 [email protected] Prof Dave Raper (DWR) E0.03 6213 [email protected] Dr Robin Sen (RS) E411a 6208 [email protected] Graham Smith (GRS) E415 6214 [email protected] Prof Kevin Taylor (KGT) E447a 1569 [email protected] Prof Callum Thomas (CST) E0.03 3664 [email protected] Dr Andrew (Tom) Thomas (ADT) E410a 1568 [email protected] Dr Adrian Watson (AFRW) E406 6196 [email protected] Prof Phil Wheater (CPW) E111 1589 [email protected] Dr Michael Wood (MDW) E410 1226 [email protected] Dr Craig Young (CY) E416 6198 [email protected] NB – all staff phone numbers are 0161 247 xxxx [add appropriate extension as above].




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COUNTRYSIDE MANAGEMENT STAFF Dr Francis Brearley (FQB) E411a 1717 [email protected]

Research Interests: Plant ecology; plant-soil interactions; woodlands and forests; tropical forests

Dr Simon Caporn (SJMC) E448a 3661 [email protected]

Research Interests: Heathland and moorland ecology and restoration; impacts of eutrophication and air pollution on biodiversity and ecosystems

Mr Paul Chipman (PC) E447d 1575 [email protected]

Research Interests: Plant, mammal, lepidopteran, and soil invertebrate ecology; effects of heavy metals in ecosystems, urban foxes

Dr Ian Drew (IBD) E415a 1566 [email protected]

Research Interests: Geodiversity and earth heritage conservation; Visitor management; river quality and management; coastal environments; GIS

Dr Steve Hoon (SRH) E449a 3559 [email protected]

Research Interests: Dryland environments; environmental magnetism; environmental instrumentation; GIS

Dr Mark Langan (AML) E447d 1583 [email protected]

Research Interests: Effects of environmental stressors on invertebrates; river ecology; environmental/ecological education

Dr Stuart Marsden (SJM) E449b 6215 [email protected]

Research Interests: Ornithology; impacts of land use change on species and communities; global conservation prioritisation

Dr Liz Price (EACP) E403 6200 [email protected] Research Interests: Plant ecology; restoration ecology; habitat management Professor Phil Wheater (CPW) E432 1589 [email protected]

Research Interests: Urban ecosystems, terrestrial invertebrate ecology; environmental education; human impacts on ecosystems and species

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COMMUNICATIONS WITH STAFF Teaching Staff Academic staff in the Faculty aim to be accessible. Students are encouraged to approach members of staff with any queries they may have. Academic staff are not at their desks all the time which is why e-mail (or telephone message) is likely to be a more efficient means of contacting them. Computer systems are not infallible and occasionally messages are lost. If you e-mail a tutor and do not receive a reply within a week please resend (politely) the message, it may simply have been lost.

We ask that you contact the Unit Coordinator, for the unit you are currently working on, in the first instance. This handbook provides you with staff telephone numbers and e-mail addresses. Don‟t let any questions become a problem in your mind by letting them linger unanswered – keeping in touch is important for you and for us. Change in Circumstances Any material change in your circumstances, such as requests to suspend studies or extend registration, must be made in writing to the Postgraduate Network Programme Leader. Please also let the Student Information Point know immediately if your contact details change. Postgraduate Network Programme Leader Provides programme level support for all students. Students are encouraged to contact the Programme Leader with any queries they may have relating to the programme as a whole. The Programme Leader should also be contacted if Unit Coordinators are unable to resolve any unit based issues or appear not to be replying to messages. The Programme Leader will also provide such pastoral support as they can to students. Director of Studies Has management of the student experience, student progression and student support. S/he represents the Programme at meetings of the Faculty Exceptional Circumstances Panel and advises on evidence that is required and procedures to support students with problems affecting their studies. Director of Programme Management and Quality Enhancement Has overall responsibility for the quality of the Programme you are taking including smooth operation of the units, maintenance of academic standards and informing the Head of School of any resource issues affecting the programme. Many of these issues are dealt with at a series of Programme Committees that are held during the year. Programme Committee meetings are attended by all staff teaching on the course and student representation (in person or by submission of views) is an important and valued part of the Committee meeting.

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Student Representatives At the commencement of the Academic Year your cohort of students will be asked to nominate/elect student representatives who will act as spokespersons for the student body at meetings with staff and at the Programme Committees. These people have an important role to play in relation to ensuring that the views and opinions of the students are properly represented. The student representatives should communicate student views at the Programme Committee or via the Postgraduate Network Programme Leader. Programmes Administrative Team The Programmes Administrative Team should be contacted if you have any queries relating to administrative matters such as enrolment, fee payment, etc. It is very important to ensure that we have up to date contact details for you so any changes of address, e-mail or telephone number should be communicated to the Programmes Administrative Team and Student Information Point as soon as possible. Careers/Student Support The University has a wide range of support services which include Counselling, Disability Services and so on. Information is available on the university web site at: www.mmu.ac.uk/academic/studserv/ and the Careers Service may be found at: www.mmu.ac.uk/careers/ The Faculty Student Support Officer offers advice and support on a wide range of academic and pastoral issues and can be contacted via the Faculty of Science and Engineering web site at: www.sci-eng.mmu.ac.uk/student_support/officer.asp or email [email protected] ATTENDANCE AND ILLNESS The programme is a part-time course by distance learning so attendance requirements are minimal. You are required to attend the Induction programme which will run on 13th September. This will allow you to meet staff and fellow students and familiarise yourselves with key elements of the programme and University procedures. In addition there are practical elements that must be studied and so there are three elements requiring attendance: Induction and Enrolment 13 September 2011 Conference and Workshop Easter vacation 2012 Field Course Summer vacation 2012

http://www.mmu.ac.uk/academic/studserv

http://www.mmu.ac.uk/careers

http://www.sci-eng.mmu.ac.uk/student_support/officer.asp

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If you are unable to attend one of these elements, alternative arrangements can be made but you must contact the Postgraduate Network Programme Leader or Distance Learning Advisor well in advance. If insufficient notice is given, you will be required to cover the costs of ant bookings made on your behalf. If in doubt, please contact the Postgraduate Network Programme Leader for advice. If you miss Induction, the Conference or the Field Course due to exceptional factors, you should obtain independent documentary evidence and submit the evidence in an exceptional factors disclosure envelope to the Student Information Point (SIP), clearly stating on the envelope the activities affected. The dates on the independent documentary evidence should tally with the dates of the events affected. EXCEPTIONAL FACTORS AFFECTING YOUR STUDY Students must complete all assessments. The Programme Office will keep a record of assessment submissions and attendance. The Programme Leader will be made aware of any persistent omissions. If you have any problems of a personal nature which affect, or may affect, your study please do not hesitate to discuss these in confidence with the Postgraduate Network Programme Leader, CM Programme Leader, or the Director of Studies. You should hit assignment guideline deadlines and prepare in advance in order to manage your time to do so, otherwise you will fall behind. If you do not meet the 1st September final deadline, you will be subject to a maximum mark of 0% for work received after this date. Consequently, you should never submit an assignment late to avoid this penalty. If unsure, contact the Distance Learning Advisor for advice. If exceptional factors beyond your control affect your study or cause you to miss an assignment deadline you MUST contact the SIP (Student Information Point) for advice on the Exceptional Factors process and associated deadlines or you will be penalised. If you have long-term, ongoing factors that affect your study, you should still provide evidence to support this. If in doubt, again contact the SIP. CHEATING AND PLAGIARISM All students should appreciate that cheating, plagiarising or seeking to gain an unfair advantage in any form of examination or assessment strikes to the very heart of the concept of an academic community and cannot be tolerated. Those found guilty of misconduct in respect of examinations or assessments will face severe penalties. Penalties can include expulsion from the University and/or the failure of a student in all assessments and examinations and the refusal of any opportunity for re-examination; a student to whom this penalty is applied would be excluded from the University. Where it is found or suspected that a candidate for an award has cheated, plagiarised or attempted to gain unfair advantage in any form of assessment or examination the matter shall be referred to an Examinations Disciplinary Committee Coursework submitted for assessment must be the student's own work except in cases where group work is a specific requirement of an assignment. Students should not obtain help which could be regarded as cheating. Work submitted for assessment should not include material copied from published or unpublished work unless the correct conventions for referring to other peoples work are observed. That is, if parts of the text, tables or diagrams are copied from books, journals or other publications this must be made clear by using quotation marks (for text) and the Harvard convention for referencing.

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A student suspected of unfair practice in a situation other than formal examinations will be reported to the Director of Studies, appropriate action will be taken and a record of the incident kept. Where circumstances permit, a student suspected or accused of misconduct, cheating, plagiarism or of having sought to gain unfair advantage in any way in an assessment or examination, may be interviewed by his/her Head of School and/or Dean of Faculty in the presence of the Faculty Secretary (or nominee) who shall minute the interview and the candidate shall be given the opportunity, having been confronted with the allegation(s) against him/her, to refute or admit the same. The candidate shall have the right to be accompanied by a person of his/her choice at the interview. If the candidate admits the allegation(s) made then the Head or Dean shall be empowered to act as if the case had been determined by an Examinations Disciplinary Committee which shall include the making of recommendations to the Board of Examiners, the instigation of formal disciplinary action and the making of a recommendation for the expulsion of the candidate for academic reasons. The Academic Board has given senior staff, acting as Chairs of Boards of Examiners, explicit authority to impose penalties for plagiarism on behalf of the Board of Examiners and the scheme for this purpose is appended to these regulations. The penalties for plagiarism for students on taught Postgraduate Programmes are as follows:

The Unit in which plagiarism is established to have occurred will be given zero marks. The element(s) in which plagiarism occurred must be resubmitted and passed but in any event both the element and Unit marks shall be capped at 50%.

Irrespective of the Element/Unit in which it occurs, a student found to have plagiarised a second time shall be deemed to have failed the programme.

ASSIGNMENT GUIDELINES Setting Assignments All units are assessed by some form or other. Normally, it is a requirement of the Programme that all such assignments be word-processed. Details of assignments and submission guidelines will be issued at Induction. Part-time students should consult the Distance Learning Advisor. Provided that assessments are submitted by the guideline dates, feedback will normally be provided within three weeks, subject to compliance with moderation procedures. Handing in Coursework All assignments should be submitted via Moodle. Instructions will be provided at Induction. If unsure, contact the Distance Learning Advisor for advice.

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RESOURCES Delivery of the Units The programme is part-time by distance learning and the programme is delivered primarily by printed workbooks. Each unit on the programme is designed around workbooks which contain material to be read, formative exercises, comprehensive reference lists which provide vital supporting information and reflective exercises. Assessments are also issued with the workbooks and should be completed by the guideline dates. Unit feedback questionnaires should be completed at the end of each unit. Health and Safety Materials Health and Safety materials are accessed via Moodle. Personal Development Plans The University has a database system for developing personal development plans. It ensures that you are actively thinking about your professional development. Students should ensure that they engage with this process – it can be very beneficial. Books and Journals Indicative reading lists for each unit are provided in this Handbook. Learning materials in each unit contain more specific guidance on the use of books and journals as well as comprehensive reference lists. You will also receive information about MMU Library services for off-campus users. We encourage you to contact the library directly for any support you may need. Library contact details are available at http://www.mmu.ac.uk/library. You may be recommended to buy a book but at postgraduate level you will mostly be dealing with primary sources (journal papers and reports). You will receive a student card for the Manchester Metropolitan University Libraries (there are six others in addition to the main Sir Kenneth Green Library). As a member of the MMU Library you can obtain access to other University Libraries via the Library Plus Scheme. Postgraduate students may also access the libraries at the University of Manchester and at Salford University (details from the Sir Kenneth Green Library). Where articles are not available, they may be obtained (for a small fee) via interlibrary loan at the Sir Kenneth Green Library.

http://www.mmu.ac.uk/library

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Remote Journal Access

Introduction

For the more „in-depth‟ work that is traditionally associated with Masters level courses, the primary information and data found in „peer reviewed‟ journal articles are often the best source of material. Use of this material typically leads to greater understanding of subject matter and development of useful new ideas and concepts that may help in projects, assessments or the workplace. Clearly then it is important that you have access to journal articles and this is now possible remotely as well as via the library itself.

Electronic journals (e-journals)

Fortunately, in recent years increasing numbers of publishers have been converting their journal portfolios into electronic media to complement the traditional paper approach. This means that it is now possible to get access a large electronic journal resource „on line.‟ A list of the MMU e-journal resource base can be found at the following website:

http://www.library.mmu.ac.uk/electronic/index.html

under “Find it! ejournals list”. As you would expect there are restrictions on use of e-journals so that publishers can control access to this resource and maintain an income stream from university libraries. Many electronic resources require your MMU username and password, especially if you are accessing them off-campus. Full access instructions are given with the link to the database.

Before accessing an electronic resource off-campus you may need to click on the link to Set MMU as your institution. This will load a cookie on your PC which will direct you through to the correct MMU login screens – you might have to change your computer settings to allow the cookie.

A wealth of electronic information is now available to you online at MMU. If you don‟t know which datasets will be useful to you look at the MMU library electronic resources page: http://www.library.mmu.ac.uk/eresource/dbindex.html which provides more details of the resources. Equally this website is probably also the best starting point to access the e-journal dataset homepages for the first time as it makes it easier to locate the database website in this manner. Good datasets to use include: IngentaConnect, ScienceDirect and Scopus.

http://www.library.mmu.ac.uk/electronic/index.html

http://www.library.mmu.ac.uk/eresource/dbindex.html

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A typical login screen might look like this:

The example above is from the IngentaConnect database search engine home page.

Once you have accessed the online database you should be able to search the database in a similar manner to most library catalogues e.g. by name, journal, article title, keyword, date or combinations of these, such as can be seen in the example below using the ScienceDirect database.

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COMPUTING AND IT FACILITIES

Email Access

After registering as a student at MMU you will be automatically allocated a student e-mail account by the University. All official University communication will be with this e-mail address so it should be checked regularly - it is the primary means of our communication with you outside of lectures and tutorials.

This account is usually created approximately 1 day after registration. The Manchester Metropolitan University student e-mail system is a web based mail service called Outlook Live, hosted by Microsoft, comparable to Hotmail and Yahoo! Mail, which means that it can be accessed remotely. Full details, including technical specification and IT support, should be found at: http://www.mmu.ac.uk/students. The email for IT support is [email protected]

Outlook Live can be accessed through the menu on the university home page http://www.mmu.ac.uk by clicking on “Current Students” at the top of the page.

To log in to your e-mail account you will need your MMU login ID and password. The ID is your 8 digit student number found on your ID card. Your password is the same as your network password, which initially is usually your date of birth in the form ddMonyy i.e. if your date of birth of 12th December 1982 your initial password will be '12Dec82' (note the month will always be a three letter abbreviation with the first letter being a capital letter and the following two letters being lowercase).

Your e-mail address has 2 formats

(i) [email protected] (i.e. [email protected]), if you share names with another registered student a number will also be incorporated;

(ii) [email protected] (i.e. [email protected])

Upon logging in to SEMS for the first time you will find a welcome message from the University, which will contain your e-mail addresses at the top of the message.

The University provides computer terminals in the library on a drop in basis. Although this room does get busy, it is rarely full, especially early in the day.

Faculty computing facilities (found in the JD building) are also available on a drop in basis when they are not booked for teaching. Check with the notices on the doors for availability

http://www.mmu.ac.uk/students


http://www.mmu.ac.uk/



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PROGRAMME AIMS The programme is delivered by the Faculty of Science and Engineering at Manchester Metropolitan University (MMU). In addition to the University‟s General Educational Aims, the Postgraduate Network has the following aims.

To develop within students:

a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their field;

a comprehensive understanding of the techniques applicable to their research or advanced scholarship;

originality in the application of knowledge, together with a practical understanding of how established techniques of research are used to create and interpret knowledge in their field;

the ability to evaluate critically current research and advanced scholarship in their field;

to evaluate methodologies and develop critiques of them, and where appropriate, to propose new methods;

To engender the qualities and transferable skills necessary for employment requiring:

the exercise of initiative and personal responsibility;

decision making in complex and unpredictable circumstances; and

the independent learning ability required for life-long learning and continuing professional development.

LEARNING OUTCOMES

Successful students on the Postgraduate Network will be able to develop and demonstrate transferable intellectual skills, in particular their ability to:

make and criticise value judgments, think logically and communicate effectively with professionals and the public;

apply the most appropriate techniques to monitor and assess the impact on the environment of a number of external influences;

analyse and evaluate a breadth of scientific, social and managerial information and communicate the results of such assessments using effective oral, visual and written skills;

develop the skills necessary for self-evaluation and lifelong learning.

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Students completing the MSc will have the ability to:

apply and integrate their knowledge and skills in the planning and execution of an original research project;

report on their project in a way which demonstrates a critical approach to both their own work and previously published work in their chosen subject area.

Those completing the Masters (by Research) will further develop their research skills to plan and implement an in-depth research project in their field.

MSc Countryside Management Learning Outcomes Students will be able to demonstrate:

an appreciation of the problems within countryside management and of the need for a rational and sustainable framework within which to evaluate management objectives and policies

an understanding of the physical and ecological basis of the countryside and of the values and interests of countryside users and stakeholders

an insight into the influences of social, economic and political demands on physical and ecological resources

the skills required to integrate academic study and practical implementation

Stage Learning Outcomes

At Postgraduate Certificate (PgC) level students will have developed an understanding of selected aspects (successful completion of 60 credits) of the specialised body of knowledge appropriate to their chosen course of study, some of which may be informed by research and original thinking at current boundaries of theoretical knowledge. The student will be able to evaluate evidence according to rigorous criteria, and to communicate effectively.

At Postgraduate Diploma (PgD) level students will have developed an understanding of all aspects (successful completion of 120 credits) of the specialised body of knowledge appropriate to their chosen course of study which may be informed by research and original thinking at current boundaries of theoretical knowledge. The student will be able to evaluate evidence according to rigorous criteria, and to communicate effectively.

TEACHING/LEARNING AND ASSESSMENT STRATEGIES

The learning and teaching strategies are student centred. They are based upon structured sets of learning materials which encourage reflection and self-evaluation. Clear identification of learning outcomes, supplemental reading within the peer reviewed academic literature and on-line documents provide further resources. Student-centred learning is emphasised to develop confident, self-aware students with an enquiring, investigative approach to studying, acquiring and analysing geographic and environmental data. Students are encouraged to interact with fellow learners by email, which is seen as an important part of the learning and teaching process.

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The assessment strategy is based on using a wide variety of coursework assessments, as at postgraduate level this provides a more satisfactory means of assessing the achievement of learning outcomes.

PROGRAMME STRUCTURE

Distance learning students are studying part-time students and are registered for three years in the first instance. You undertake three 20 credit units in each of the first two years and undertake your MSc project/thesis in the third. Credit Accumulation and Transfer The Postgraduate Network conforms to the University‟s Credit Accumulation Regulations in which 200 hours of student effort is equivalent to 20 credits. Taught units are either 20 or 40 credits. Assessment All units are assessed by Continuous Assessment. Programme Structures, Levels, Credits and Awards Students must successfully study 180 credits for the award of MSc (Master of Science), 120 credits for the award of PgD (Postgraduate Diploma) and 60 credits for the award of PgC (Postgraduate Certificate).

PgC/PgD/MSc Countryside Management

PgC students study 60 credits from the following; PgD students study 120 credits: 69EG7501 Habitat Ecology (20 credits) 69EG7502 Habitat Management (20 credits) 69EG7503 Integrated Countryside Management (20 credits) 69EG7504 Monitoring Techniques (20 credits) 69EG7505 Countryside Management in Practice (20 credits) 69EG7506 Research Methods for Countryside Management (20 credits) Master‟s Stage: In addition all Master‟s candidates take 69EG7591 Masters Project (60 credits).

Masters by Research Countryside Management

Students study 60 credits from the above units and take

69EG7592 Masters by Research Project (120 credits)

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POSTGRADUATE REGULATIONS Regulations for taught Postgraduate Programmes of Study are available at http://www.mmu.ac.uk/academic/grad_regulations.php

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Grade Descriptors All assessed work will typically be marked according to the following generic criteria:

Mark

Outcome

Descriptor

> 70

Distinction

All learning outcomes achieved at an excellent/outstanding level;

Work is evidence of comprehensive knowledge, understanding and skills required;

Clear evidence of originality in the application of knowledge;

Good critical evaluation of current research/ advanced scholarship.

60 - 69

Merit

All learning outcomes satisfied and some at a high level;

Work is evidence of the knowledge, understanding and skills required;

Work provides evidence of originality in the application of knowledge;

Work is evidence of use and some evaluation of current research/advanced scholarship.

50 - 59

Pass

All learning outcomes satisfied and some more than satisfied;

Work provides evidence of the knowledge, understanding and skills required;

Work provides evidence of some originality in the application of knowledge;

Work provides evidence of partial use and evaluation of current research/advanced scholarship.

45 - 49

Marginal fail

Some learning outcomes achieved;

Work is evidence of a lack of sufficient knowledge, understanding and skills but is indicative that these may be acquired;

Work is evidence of lack of originality in the application of

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knowledge;

Work is evidence of little use and evaluation of current research/advanced scholarship but is indicative that this may be achieved.

< 45

Fail

Learning outcomes not achieved;

Clear evidence of insufficient knowledge, understanding or skills;

No evidence of originality in the application of knowledge;

No use or evaluation of current research/ advanced scholarship.

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UNIT DESCRIPTIONS

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UNIT TITLE Habitat Ecology

BRIEF SUMMARY This unit provides an overview of the ecology of UK habitats in time and space. It will focus on the main natural and anthropogenic factors influencing habitat structure and dynamics that are reflected in animal and plant communities and community change.

UNIT CODE NUMBER 69EG7501

HOME PROGRAMME EGS Postgraduate Network

HOME DEPARTMENT Environmental and Geographical Sciences

SUBJECT AREA F800 Physical Geographical Sciences F750 Environmental Sciences

UNIT LEADER(S) Francis Brearley

CREDIT VALUE 20 CREDITS AT LEVEL: 7

AMOUNT OF STUDENT EFFORT (HOURS)

200

UNIT STATUS CORE OPTION

PRE-REQUISITES None

CO-REQUISITES None

UNIT LEARNING OUTCOMES

On successful completion of this unit, students will be able to: 1. Critically evaluate how physical and anthropogenic factors

combine at different spatial scales and during different periods to produce the mosaic of habitats we currently see in the UK.

2. Identify patterns within UK habitat communities, to distinguish the important processes that structure them, and to use this information to generate corresponding schematics for other habitats/systems.

3. Use analysis of varied data sources to comprehend the dynamic nature of habitats, to enable interpretation of the processes taking place as changes occur, and to quantify the effects on animal and plant communities.

4. Critically evaluate the effects of important natural and anthropogenic disturbance events on UK habitats as a starting point for the identification of techniques to manage their impact.

CURRICULUM OUTLINE

1. Introduction to the major UK habitat types, their classification and the processes that have shaped them at various spatial scales and at different time periods, with focus on climatic, topographical and other physical factors and how these interact with human influences. 2. Community structure of UK habitats and the processes involved in their maintenance, including primary production, energy flow, and other classic ecological structures and processes. 3. The processes and structures involved in community dynamics,

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namely succession, dispersal, population changes, extinction and how these processes contribute to the dynamism of UK habitats. 4. The effects on habitat systems of both natural and anthropogenic disturbances, including; habitat change and fragmentation, recreational use, pollution and climate change, the stability and resilience of habitats, the scale of disturbance and the duration of their effects.

TEACHING AND LEARNING STRATEGIES

The curriculum will be delivered through four workbooks, with tutor assistance, and fieldtrips/workshops supporting the course. Students will typically be required to undertake 200 hours of student-centred learning, supported by the workbooks and online resources.

ASSESSMENT STRATEGIES

In-course assessment 100% Coursework will typically consist of two summative assessments each worth 50%, supported by formative assessment (self assessment exercises) within the workbooks. One assessment will be a critical evaluation of the physical and anthropogenic influences on habitat characteristics at a named site and will address learning outcomes 1, 2 and 4. The second assessment will typically be a data handling exercise on successional processes, which will also involve some interpretation of results. This assessment will focus on learning outcome 3 but will also, to a lesser degree, address learning outcome 4.

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Programme Level assessment criteria are presented in the Programme Definitive Document (Section 2.3.2.5)

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INDICATIVE STUDENT LEARNING RESOURCES

The primary resources will be the four workbooks which will be supplemented by journal references, websites and texts. Workbooks will contain references to many specific sources of information. In addition, resources to support work within all workbooks are also available from a variety of management organisations, including:

Natural England - www.naturalengland.org.uk

DEFRA - www.defra.gov.uk/wildlife-countryside

Joint Nature Conservation Committee - http://www.jncc.gov.uk/

Further reading for the unit will be taken from a wide variety of journals including Journal of Ecology, Journal of Applied Ecology and Journal of Animal Ecology, Biological Conservation, British Wildlife, Restoration Ecology and Environmental Management. Journal articles will form an important source of information to underpin the unit and to provide up-to-date examples. Texts that support the material in this unit include: Fielding, A. H. and Haworth, P. F. (1999). Upland Habitats.

Routledge, London. Goudie, A. (2000). The Human Impact on the Natural

Environment. 5th Edition. Blackwell, Oxford. Kent, M. and Coker, P. (1992). Vegetation Description and

Analysis: A Practical Approach. John Wiley and Sons, Chichester.

Lockwood J.L., Hoopes, M.F. and Marchetti, M.P. (2007). Invasion Ecology. Blackwell Publishing, Oxford, UK. 312 pp. ISBN 9781405114189.

Stiling, P. (2002). Ecology: Theories and Applications. 4th Edition. Prentice and Hall, Upper Saddle River, New Jersey.

Warren, A. and French, J. R. (2001). Habitat Conservation: Managing the Physical Environment. John Wiley and Sons, Chichester.

Wheater, C. P. (1999). Urban Habitats. Routledge, London. Sutherland, W. J. (2006) (2nd Ed) Ecological Census Techniques:

A Handbook, Cambridge University Press, Cambridge. Townsend, C.R., Begon, M. and Harper, J.L. (2008). Essentials of

Ecology, 3rd Edition. Wiley-Blackwell. 532 pp.

http://www.naturalengland.org.uk/

http://www.defra.gov.uk/wildlife-countryside

http://www.jncc.gov.uk/

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UNIT TITLE Habitat Management

BRIEF SUMMARY This unit provides an overview of new and established methods in habitat management, creation and restoration. Appropriate techniques and approaches are placed in their scientific and legislative contexts, providing students with a framework for their evaluation. The unit includes a conference, held at MMU, which examines current issues in habitat management.





UNIT LEADER(S) Liz Price



200


PRE-REQUISITES None

CO-REQUISITES None


On successful completion of this unit students will be able to: 1. Critically review current issues in species and habitat

conservation management including legislation and evaluation of endangered species and communities.

2. Recommend and critically evaluate habitat management methods for a variety of major European habitat types.

3. Critically assess approaches and techniques for habitat creation, restoration and species translocation.

CURRICULUM OUTLINE

1. Management of rare, keystone and flagship species for their maintenance and long term conservation. Species legislation in the UK and EU. Identification, evaluation and selection of species populations and communities for conservation. Management planning for species conservation, reintroduction and translocation. 2. Approaches and techniques for habitat management. Habitat legislation in the UK and EU. Management planning and implementation for site-specific management. 3. Principles, processes and approaches to habitat creation and restoration including site selection, identification of desired end-points and approaches, restoration monitoring and assessment. 4. Current issues, best practice and new developments in habitat management.

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This unit will be based on four workbooks (typically 50 hours of student effort for each workbook), a conference and a workshop. There will be approximately 12 hours of conference / workshop. Students will be required to undertake approximately 188 hours of student-centred learning, supported by workbooks, online resources and tutor support.


In-course assessment 100% Coursework will typically consist of two summative assessments each worth 50%, supported by formative assessment as appropriate. Typically, one assessment will consist of a data analysis exercise for identification, evaluation and selection of species and communities for conservation and will address learning outcome 1. The second assessment will typically be the preparation and presentation of a poster detailing the management methods available for a named site and will address learning outcomes 2 and 3.




The primary resources will be the workbooks which will be supplemented by a mixture of journal references, websites and texts, several of which are listed below. Resources to support work within all workbooks are also available from a variety of management organisations, including:




A wide variety of journals cover aspects of the work covered in this unit, including Journal of Applied Ecology, Biological Conservation, British Wildlife, Restoration Ecology and Environmental Management. Journal articles will form an important source of information to underpin the unit and to provide up-to-date examples. Texts that support the material in this unit include: Ausden M. (2007) Habitat Management for Conservation: A

Handbook of Techniques. Oxford University Press. Oxford. Fielding A. H. and Howarth P. F. (1999) Upland Habitats.

Routledge, London Fry, N. (Ed.) (2008) (2nd Ed) A Manual of Nature Conservation

Law. NCWG Publishing, Nottingham - available online at: http://www.wildlaw.co.uk/about/index.php Gilbert, O. and Anderson, P. (1998) Habitat Creation and Repair. Oxford University Press, Oxford.

Harris, J. A., Birch, P. and Palmer J. (1996) Land Restoration and Reclamation. Principles and Practice. Longman, Harlow.




http://www.nhbs.com/browse.php?pub=284

http://www.wildlaw.co.uk/about/index.php

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Kirby, P. (2001) Habitat Management for Invertebrates: A Practical Handbook, R.S.P.B., Sandy.

Krebs, C. J. (2000) Ecological Methodology, Longman, London. Morrison, M. L. (2002) Wildlife Restoration: Techniques for

Habitat Analysis and Animal Monitoring, Island Press. Parker, D. M. (1995) Habitat Creation: A Critical Guide, English

Nature Science, Peterborough. Perrow, M. R. and Davy, A. J. (Eds) (2002) Handbook of

Ecological Restoration. Volume 1: Principles of Restoration and Volume 2: Restoration in Practice, Cambridge University Press, Cambridge.

Price, E. A. C. (2002) Lowland Grassland and Heathland Habitats. Routledge, London.

Pullin, AS (2002) Conservation Biology. Cambridge University Press. Cambridge.

Read, H. J. and Frater M. (1999) Woodland Habitats. Routledge, Routledge, London.

Reid, C. (2009) (3rd Ed) Nature Conservation Law. W Green, Edinburgh.

Soffe, R. J. (2005) Countryside Notebook. Wiley Blackwell. Oxford.

Sutherland, W. J. (2006) (2nd Ed) Ecological Census Techniques: A Handbook, Cambridge University Press, Cambridge.

Sutherland, W. J. and. Hill D. A. (1995) Managing Habitats for Conservation, Cambridge: Cambridge University Press.

Wheater, C. P. (1999) Urban Habitats. Routledge, Routledge, London.

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UNIT TITLE Integrated Countryside Management

BRIEF SUMMARY This unit focuses on the integration of scientific research, spatial planning and community engagement in countryside management, with an emphasis on balancing the needs and priorities of people and the physical environment.





UNIT LEADER(S) Mick Hillman



200


PRE-REQUISITES None

CO-REQUISITES None


On successful completion of this unit students will be able to: 1. Appraise the range of factors to be taken into account when

managing people in the countryside. 2. Determine appropriate techniques for interpreting the physical

environment. 3. Evaluate and recommend different approaches that can be

employed in planning management projects in the countryside.

4. Critically evaluate the implementation of countryside management plans.

CURRICULUM OUTLINE

This unit comprises four workbooks that introduce a range of factors to be taken into account when preparing management plans, especially the management of people (Workbook 1) and the physical environment (Workbook 2). These factors will typically include: working with the public; links to other professionals; environmental education; recreation; aspects of social inclusion; environmental interpretation; site selection; management of geoheritage, geodiversity and landscape, managing conflicts; setting priorities; and assessing the quality of data. The unit will also focus on the preparation of a range of plan formats used in countryside management (Workbook 3) and the ways in which these can be implemented and evaluated in real world scenarios (Workbook 4).


The unit will be delivered through four workbooks, one of which will involve intensive fieldwork on a residential field course attended by all students. The workbooks and associated online materials will provide the essential historical and conceptual

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background to learning outcomes 1, 2 and 3 and will emphasise areas appropriate for reflection and self-evaluation. The field trip will provide the basis for application of this material in a practical site-based context with the support of teachers and field practitioners.

The 200 hours of student learning on this unit will typically comprise:

Reading workbooks and completing reflection exercises: 40 hours

Additional reading include assignment related materials: 60 hours

Field trip: 20 hours

Assignment preparation: 80 hours


There will be two summative assignments worth 50% each. These will typically include: firstly, the production of resources for the interpretation of a heritage site. This assignment supports learning outcomes 1 and 2; secondly, a critical evaluation of the integration and implementation of management planning and practices. This assignment is based on formative workbook material and fieldwork and supports learning outcomes 3 and 4.



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The primary resources will be the four workbooks which will be supplemented by a mixture of journal references, websites and texts, several of which are listed below: Management planning resources are available from a variety of management organisations, including:

Natural England – www.naturalengland.org.uk

DEFRA – www.defra.gov.uk/wildlife-countryside A variety of journals cover aspects of the work covered in this unit, including ECOS, Journal of Environmental Management, Journal of Environmental Policy and Planning Additional sources: Applied Environmental Education and Communication. Texts that support the material in this unit include: Allanson, P. and Whitby, M. (2009). The Rural Economy and the

British Countryside: 6 (Natural Resource Management). Earthscan, London.

Bishop, K. and Phillips, A. (2004) Countryside Planning: New Approaches to Management and Conservation, Earthscan, London.

Bromley, P. (1990) Countryside Management, E. and F. N. Spon, London.

Bromley, P. (1993) Countryside recreation: a handbook for managers, E. and F. N. Spon, London.

Garrod, G. and Whitby, M. (2005) Strategic countryside management. Elsevier, Amsterdam.

Glyptus, S. (1991) Countryside recreation, Longman/ILAM Leisure Management Series, London.

Grey, M. (2004) Geodiversity: valuing and conserving abiotic nature. Wiley, Chichester, UK.

Keirle, I. (Ed.) (2002) Countryside recreation site management: a marketing approach, Routledge, London.

Kendle, T. and Forbes S. (1998) Urban nature conservation: landscape management in the urban countryside, E. and F. N. Spon, London.

Prosser, C., Murphy M. and Larwood J. (2006) Geological Conservation: a guide to good practice. English Nature.

Soffe, R. J. (2005). The Countryside Notebook. Blackwell, Oxford. The practical conservation series published by the Open University in conjunction with Hodder and Stoughton, London is also useful.



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UNIT TITLE Monitoring Techniques

BRIEF SUMMARY This unit examines the principles and theory behind ecological monitoring including the reasons why monitoring is carried out and the general requirements for an effective monitoring programme.





UNIT LEADER(S) Francis Brearley



200


PRE-REQUISITES None

CO-REQUISITES None


On successful completion of this unit, students will be able to:

1. Critically evaluate the principles underpinning effective monitoring of populations, landscapes, and habitats.

2. Identify and implement appropriate techniques for monitoring populations (including of threatened species), landscapes, and habitats.

3. Critically evaluate appropriate techniques for monitoring populations (including of threatened species), landscapes, and habitats.

CURRICULUM OUTLINE

The unit will examine the principles behind monitoring, including the reasons why monitoring is carried out and the general requirements for an effective monitoring programme (including appropriate sampling strategies) (WB1). This will be followed by a description of the major field monitoring tools available, for both remote sensing and in situ measurement of populations (WB2), landscapes (WB3), and habitats (WB4). Standard methodologies for interpreting monitored data, including for example BMWP and NVC scores (WB4), will be incorporated. In addition, there will be examples of the use of Geographical Information Systems (GIS) in monitoring techniques (WB3).


The unit will be delivered through four workbooks. The workbooks will provide the essential background and will emphasise areas appropriate for reflection and self-evaluation. An induction seminar (attended by all students) will provide an opportunity to introduce and demonstrate techniques and equipment. The workbooks will be supported by online resources; tutors will be available via e-mail or telephone contact. The completion of each workbook is anticipated to take 50 hours with suggested breakdown of this time presented in the individual workbooks.

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In-course assessment 100% Coursework will consist of two summative assessments each worth 50%, supported by formative assessment (self assessment exercises) within the workbooks. The first assessment will typically be to conduct a monitoring scheme for animal populations linked to an evaluation of this and other schemes. The second assessment will be to conduct and evaluate a monitoring scheme for plant populations. Both assessments will address learning outcomes 1, 3 and 3.




The primary resources will be the four workbooks which will be supplemented by a mixture of journal references, websites and texts, several of which are listed below. Bell, J. and Wheater, C. P. (2006) Field Sampling Plants and

Animals. Manchester Metropolitan University, UK. Bibby, C. J., Jones, M. J. and Marsden, S. J. (1998) Expedition

Field Techniques: Bird Surveys. Royal Geographical Society, London, UK.

Bibby, C. J., Burgess, N. D., Hill, D. A. and Mustoe, S. H. (2000) Bird Census Techniques, 2nd edition. Academic Press, London, UK.

Buckland, S. T., Anderson, D. R., Burnham, K. P., Laake, J. L., Borchers, D. L. and Thomas, L. (2001) Introduction to Distance Sampling: Estimating Abundance of Biological Populations. Oxford University Press, UK.

Chalmers N. and Parker P. (1989) The OU Project Guide. Fieldwork and Statistics for Ecological Projects, 2nd edition, Field Studies Council, Shrewsbury, UK.

Hall, J. E., Kirby, K. J. and Whitbread, A. M. (2004) National Vegetation Classification: Field Guide to Woodlands. Joint Nature Conservation Committee, Peterborough, UK.

Hill, D., Fahsma, M., Tucker, G., Shewry, M. and Shaw, P. (2005) Handbook of Biodiversity Methods: Survey, Evaluation and Monitoring/ Cambridge University Press, UK.

Kent, M. and Coker, P. (1992) Vegetation Description and Analysis: A Practical Approach, John Wiley and Sons, Chichester, UK.

Sutherland W. J. (ed.) (2006) Ecological Census Techniques: A Handbook, 2nd Edition, Cambridge University Press, UK.

Wheater C. P. and Cook P. A. (2003) Studying Invertebrates, Naturalists' Handbooks 28, Richmond Publishing, Slough, UK.

IEEM Sources of Survey Methods http://www.ieem.net/surveymethods.asp

http://www.ieem.net/surveymethods.asp

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UNIT TITLE Countryside Management in Practice

BRIEF SUMMARY This unit considers the wider aspects and external influences in countryside management. There is an emphasis on overall project management. Key contemporary issues addressed include sustainability; access in the countryside, its impacts and regulation of access; project management; and current policy drivers of countryside management. A 2-day conference and workshop focusing on topical issues such as national and European legislation and other drivers of countryside management forms an important part of this unit.





UNIT LEADER(S) Simon Caporn



200


PRE-REQUISITES None

CO-REQUISITES None


On successful completion of this unit, students will be able to:

1. Analyse in depth the concepts and practical aspects of sustainability in the context of countryside management;

2. Explain in detail the role of legislation and management agreements in determining countryside access;

3. Identify and apply the factors involved in project management; 4. Critically evaluate central contemporary issues in countryside

management.

CURRICULUM OUTLINE

The unit will use four workbooks to examine wider aspects and external influences in countryside management with an emphasis on overall project management. Key contemporary issues to be addressed include: 1. Sustainability (Workbook 1); 2. Project management (Workbook 2); 3. Access in the countryside, its impacts and regulation

(Workbook 3); 4. Current policy drivers of countryside management (Workbook

4).


The unit will be delivered through four workbooks, one of which will be based around a 2-day conference and workshop that will focus on topical issues such as national and European legislation and other drivers of countryside management. There will be approximately 12 hours of conference / workshop. Students will

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typically be required to undertake 188 hours of student-centred learning, supported by workbooks and online resources.


In-course assessment 100% Coursework will typically consist of two summative assessments each worth 50%, supported by formative assessment as appropriate. There will be two assignments of equal weighting: Assignment one will typically be a critical report on project design and sustainability (learning outcomes 1 and 3) Assignment two will typically require the preparation and defence of a poster on countryside access design (learning outcomes 2, 3 and 4).



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The primary resources will be the workbooks which will be supplemented by a mixture of journal references, websites and texts, several of which are listed below. Resources to support work within all workbooks are also available from a variety of management organisations, including:




A wide variety of journals cover aspects of the work covered in this unit, including Journal of Applied Ecology, Biological Conservation, British Wildlife, Restoration Ecology and Environmental Management. Journal articles will form an important source of information to underpin the unit and to provide up-to-date examples. Texts that support the material in this unit include: Fasham, M. (2000) Wildlife Management and Habitat Creation on Landfill Sites: A Manual of Best Practice, Ecoscope Applied Ecologists, Muker. Gilbert, O. and Anderson, P. (1998) Habitat Creation and Repair, Oxford University Press, Oxford. Kirby, P. (2001) Habitat Management for Invertebrates: A Practical Handbook, R.S.P.B., Sandy. Krebs, C.J. (2000) Ecological Methodology, Longman, London. Morrison, M.L. (2002) Wildlife Restoration: Techniques for Habitat Analysis and Animal Monitoring, Island Press Parker, D. M. (1995) Habitat Creation: A Critical Guide, English Nature Science, Peterborough. Perrow, M. R. and Davy, A. J. (Eds) (2002) Handbook of Ecological Restoration. Volume 1: Principles of Restoration and Volume 2: Restoration in Practice, Cambridge University Press, Cambridge. Sutherland, W. J. (2006) (2nd Ed) Ecological Census Techniques: A Handbook, Cambridge University Press, Cambridge.




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UNIT TITLE Research Methods for Countryside Management

BRIEF SUMMARY This unit provides an overview of research methods and design for countryside managers with a focus on quantitative methods selection, experimental design and interpretation (implemented on a field course). Qualitative approaches are also considered and appraised (e.g. questionnaire design and analysis) and the unit culminates in an application of the methods and their dissemination in a research project format.





UNIT LEADER(S) Mark Langan



200


PRE-REQUISITES None

CO-REQUISITES None


On successful completion of this unit students will be able to:

1. Devise and appraise a professional questionnaire based on a sound rationale.

2. Select, apply using appropriate software and interpret appropriate univariate statistical analyses.

3. Select, appraise and interpret appropriate multivariate analyses.

4. Design, implement and communicate an explorative research project.

CURRICULUM OUTLINE

1. Introduction to qualitative data acquisition and interpretation with a focus on the rationale behind questionnaire design.

2. Univariate statistical test theory, selection and interpretation including exercises on appropriate software supported by self assessment questions with model answers (e.g. for describing data, hypothesis testing and exploratory statistical approaches);

3. Theoretical introduction to multivariate statistics and their interpretation.

4. Research project (field, laboratory or desk-based) applying skills and knowledge developed in the unit for experimental project design, implementation and communication.

TEACHING AND LEARNING

The curriculum will be covered in four workbooks. Students will typically be required to undertake 200 hours of student-centred learning, 50 hours for each workbook, supported by information

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STRATEGIES and exercises in the workbooks and also online resources. The unit is complemented by a three day residential field course (approx. 20 hours study time) that provides an opportunity to reflect upon and apply the knowledge and skills learnt in the first three workbooks and to complete the project for the final workbook


In-course assessment 100% Coursework will typically consist of two summative assessments each worth 50%, supported by self assessment and reflective exercises within the workbooks. Paper-based submissions require practical application of the software and this unit culminates in an independent research project to tailor relevant components of the unit to learner‟s preferences and professional needs. 1. The first assessment critically evaluates a qualitative

instrument, e.g. questionnaire design. This can include both qualitative and quantitative information. This leads to basic univariate statistical analyses requiring use of appropriate software. This will address learning outcomes 1 and 2.

2. The second assessment evaluates the level of critical

understanding of appropriate multivariate analyses and also the implementation of all approaches in a research project applying techniques of quantitative and qualitative approaches to research (depending on the nature of the project undertaken). This addresses learning outcomes 3 and 4.




De Vaus DA (1996) Surveys in Social Research. Social Research Today 5. UCL Press, London, UK.

Fielding, A.H (2006) Cluster and classification techniques in the Biosciences. Cambridge University Press, Cambridge, UK.

Tabachnick BG and LS Fidell (1996) Using Multivariate Statistics. Harper Collins, New York, USA.

Wheater CP and PA Cook (2000) Using Statistics to Understand the Environment. Routledge, London, UK.

Zar, JH (1996) Biostatistical Analysis. Prentice Hall International, London, UK.

Many current electronic journal articles are available through university library provision will be used to support the final report which will be tailored to the specific area of investigation (learner choice).

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UNIT TITLE Masters Project

BRIEF SUMMARY This unit encompasses planning, executing and writing a Masters project within the Environmental and Geographical Sciences Postgraduate Network. The aims, methods, research design, data gathering, analysis, outcomes and presentation will be appropriate to a Masters Project. Students will demonstrate that they have appropriately addressed project management, health and safety and ethical issues pertinent to their area of study. Where appropriate, the project may be undertaken in association with an external organisation.





UNIT LEADER(S) Steve Hoon



200


PRE-REQUISITES None

CO-REQUISITES None


On successful completion of this unit students will be able to: 1. Design and plan an advanced independent investigation

with appropriate aims, objectives, research design and methodology.

2. Demonstrate competence in gathering research data with due regard to ethical, safety and risk assessment.

3. Analyse, synthesise and interpret results in the context of the critical evaluation of relevant peer reviewed literature.

4. Present the research in the form of a coherently argued, appropriately styled, ordered and presented project report.

5. Critically reflect upon the process of undertaking the research and applying appropriate methodologies.

CURRICULUM OUTLINE

Planning a Masters Project in the context of appropriate aims and objectives, research design, time and project management, ethical considerations, health and safety, researching the literature, problem and research question formulation, appropriate data collection

Data synthesis, analysis and interpretation, ordering and presenting an argument in the context of the literature and critical reflection for dissemination by thesis

TEACHING AND LEARNING

The Masters Project is student directed. It builds upon the preparative programme of study that precedes it. It will enable students to demonstrate each of the learning outcomes to an

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STRATEGIES advanced standard commensurate with Masters level study. Students will be allocated a research project supervisor appropriate to both the programme and to the proposed research. Supervisory meetings will be negotiated but will normally total around 12hours. Supervision may take place face-to-face or through online mechanisms as appropriate. Students will typically be required to undertake 588 hours of independent learning. Distance learning students will normally complete a learning agreement to agree supervisory arrangements.


In course assessment 100%. There will be two summative assessments. Assessment 1 (10%) will be a negotiated output appropriate to the programme. Typically this will be a literature review or interim report. For some programmes (e.g. Countryside Management, Environmental Consultancy) this will be a Project proposal. This is linked to learning outcomes 1 and 3. Assessment 2 (90%) will be the Masters Project report. Students will submit a draft Project report for formative feedback prior to Assessment 2. Assessment 2 will address all learning outcomes. In addition there will be multiple opportunities for students to receive formative feedback from supervisors throughout.




The primary resources will be a directed student reader covering the practice and process of undertaking a Masters Project supported by a Masters workshop. These will be supplemented by a mixture of academic journal references, online material and texts Berry, R. (2004) The research project: how to write it, 5th edn.

Routledge, London. Blaxter, L., Hughes, C., and Tight, M. (2006), How to research, 3rd

edn. OU. Valentine, G., and Clifford, N.J. (2010), Key methods in

geography, 2nd edn. Sage, London. Hart, C. (2005) Doing your masters dissertation, Sage, London Parsons, T. and Knight, P.G., (2005) How to do your dissertation

in geography and related disciplines, 2nd edn. Chapman and Hall, London

Porush, D., (2006) A short guide to writing about science, Longman.

Rugg G. and Petre M., (2007) A gentle guide to research methods, OUP

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UNIT TITLE Masters by Research Project

BRIEF SUMMARY This unit encompasses planning, executing and writing a Masters Project by Research within the Environmental and Geographical Sciences Postgraduate Network. This unit is student-centred and requires the planning, design and execution of an advanced, rigorous and independent research project. It includes data gathering with due regard for safety and risk assessment and ethical standards, the synthesis and interpretation of results in the context of relevant peer reviewed literature. Students must present the results in the form of a coherently argued and well constructed project including critical reflection on both the process of undertaking the research project and applying appropriate research methodologies. Where appropriate, the project may be undertaken in association an external organisation.





UNIT LEADER(S) Steve Hoon



200


PRE-REQUISITES None

CO-REQUISITES None


On successful completion of this unit students will be able to:

1. Design and plan an advanced independent investigation with appropriate aims, objectives, research design and methodology.

2. Demonstrate competence in gathering research data with due regard to ethical, safety and risk assessment.

3. Analyse, synthesise and interpret results in the context of the critical evaluation of relevant peer reviewed literature.

4. Present the research in the form of a coherently argued, appropriately styled, ordered and presented project report.

5. Critically reflect upon the process of undertaking the research and applying appropriate methodologies.

CURRICULUM OUTLINE

Planning a Masters by Research Project in the context of appropriate aims and objectives, research design, time and project management, ethical considerations, health and

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safety, researching the literature, problem and research question formulation appropriate data collection

Data synthesis, analysis and interpretation, ordering and presenting an argument in the context of the research literature and critical reflection for dissemination by thesis


The Masters by Research Project is student directed. It builds upon the preparative programme of study that precedes it. It will enable students to demonstrate each of the learning outcomes to an advanced standard commensurate with Masters level study. Students will be allocated a research project supervisor appropriate to both the programme and to the proposed research. Supervisory meetings will be negotiated but will normally total around 24hours. Supervision may take place face-to-face or through online mechanisms as appropriate. Students will typically be required to undertake 1176 hours of independent learning. Distance learning students will normally complete a learning agreement to agree supervisory arrangements.


In course assessment 100%. There will be two summative assessments. Assessment 1 (5%) will be a negotiated output appropriate to the programme. Typically this will be a literature review or interim report. For some programmes (e.g. Countryside Management, Environmental Consultancy) this will be a Project proposal. This is linked to learning outcomes 1 and 3. Assessment 2 (95%) will be the Masters Project report. Students will submit a draft Project report for formative feedback prior to Assessment 2. Assessment 2 will address all learning outcomes. In addition there will be multiple opportunities for students to receive formative feedback from supervisors throughout.



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The primary resources will be a directed student reader covering the practice and process of undertaking a Masters by Research Project supported by a Masters workshop. These will be supplemented by a mixture of academic journal references, online material and texts Berry, R. (2004) The research project: how to write it, 5th edn.

Routledge, London. Blaxter, L., Hughes, C., and Tight, M. (2006), How to research, 3rd

edn. OU. Valentine, G., and Clifford, N.J. (2010), Key methods in

geography, 2nd edn. Sage, London. Hart, C. (2005) Doing your masters dissertation, Sage, London Parsons, T. and Knight, P.G., (2005) How to do your dissertation

in geography and related disciplines, 2nd edn. Chapman and Hall, London

Porush, D., (2006) A short guide to writing about science, Longman.

Rugg G. and Petre M., (2007) A gentle guide to research methods, OUP

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University Student Agreement

An excellent educational experience depends on the close and effective partnership between the

University, its students and the Students‟ Union.

This Agreement establishes a series of expectations, standards and responsibilities for each partner in

that joint activity.

It should be read in conjunction with the University‟s regulations.

The University will ensure that:

staff are committed to high standards in teaching, support, feedback and the provision of advice

and guidance

staff participate in Continuing Professional Development to improve the quality of learning and

teaching

statements of the time frame for feedback on submitted work are clearly stated in Programme

Handbooks

staff will give reasonable notice of changes to the teaching timetable and will arrange for classes to

be re-scheduled or for alternative delivery of the content, or will explain why this is not possible

student participation in programme management is encouraged and supported by a variety of

means including the system of elected student representatives

it provides extensive and well publicised access to library, information technology, media

resources, and to information, advice and guidance from Student Services, including disability support,

counselling, financial and careers advisers

all students receive a Student Handbook with details of assessment criteria, examination

arrangements, guidance and support, academic appeals and complaints procedures

staff treat students and colleagues fairly and professionally, with respect and consideration

Students at the University will commit to:

attendance at induction events

participation in timetabled classes, tutorials and assessment activities

the election and support of programme representatives and participation in a variety of student

feedback systems to improve the quality of learning and teaching

submission of assessed work by stated deadlines

observance of the regulations and codes of conduct of the University

treatment of fellow students and all staff of the University fairly, with respect and consideration

the prompt payment of fees or other charges to the University

The Students’ Union commits to enhance the educational and social development and general

wellbeing of students within the University and the wider community by:

representing student issues across the University and the local region

supporting student participation in quality management at all levels of the University

fighting discrimination and promoting equal opportunities by providing a safe space and running

awareness campaigns

assisting students to overcome welfare problems

ensuring that its members are not disadvantaged whilst enrolled at the University as a

result of personal circumstances or ignorance of their rights

aiding professional development

enriching athletic and social activities

environmental and geographical sciences postgraduate network cm handbook 2011_12.pdf ·...

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