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Istituto Marangoni/ MMU Hollings Faculty

Postgraduate Fashion Network

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

Document Date: August 2015

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_________________________________________________________________________________________________________________________________ CASQE Page 1 of 55 Programme Specification

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Points of Reference

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION 1 Overarching Programme Specification Title

Postgraduate Fashion Network 2 Brief Summary

(i) Brief Descriptive Summary Istituto Marangoni’s suite of postgraduate courses is designed to address and respond to the fast-‐paced and continually evolving fashion industry. Istituto Marangoni’s proven success in teaching fashion design and business is a unique foundation from which to evolve this postgraduate network of courses. The traditions associated with Italian fashion heritage: quality, craftsmanship and successful development, from small family business into global brands, influence the programme network. The courses combine theory, practice and critical reflection. This makes them sound foundations in postgraduate practice for industry employment and for those who wish to progress to research at PhD level; well-‐established links with Manchester Metropolitan University will further underpin these possibilities. Extensive international industry links provide a dialogue whereby the Istituto is able to ensure the currency of the programmes covering the creative, managerial, marketing and communication aspects of fashion study. There is a unique masters’ three-‐month fashion industry placement within the programme, generated by the strong links that Istituto Marangoni holds with key industry partners.

3 Awarding institution

MMU

4 Home Faculty

Hollings

5 Home Department/ School/ Institute

Apparel

6 UCAS/GTTR code(s)

N/A

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7 Framework for HE Qualifications position of final award(s) http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-‐framework-‐for-‐higher-‐education-‐qualifications-‐in-‐England-‐Wales-‐and-‐Northern-‐Ireland.aspx

Masters (Level 7)

8 Alignment with University Curriculum Framework http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-‐frameworks.php

Postgraduate

9 Engagement with the University’s Uniwide Language Provision

N/A

10 Compliance with University Assessment Regulations http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

Taught Postgraduate

11 Approved Variations/Exemptions from University Assessment Regulations http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

N/A

12

Relationship with Faculty Foundation Year

N/A

Awards 13 Final award title(s)

MA Fashion Design Womenswear 316A MA Fashion and Luxury Brand Management 316B MA Contemporary Fashion Buying MA Fashion Promotion, Communication and Media

14 Combined Honours Combined Honours on the Manchester campus The University has a defined list of approved combinations available to students through the Combined Honours scheme. Each approved combination is assigned to a programme specification and to a Department that is responsible for all programme management arrangements for students enrolled on that combination. Section 14a(iii) indicates all combinations available for subjects within this programme specification and also identifies those combinations for which this programme specification is responsible. OR Combined Honours on the Cheshire campus Combined Honours at MMU Cheshire is administered through a separate Faculty Combined Honours programme specification. Subject combinations, which are available to students, are listed within that document.

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OR There is no Combined Honours provision within this programme specification

14a (i) Combined Honours Awards

available eg: • BSc/BA (Hons) AB • BSc/BA (Hons) AB and XY • BSc/BA (Hons) AB with XY

(ii) Single Honours Awards available

through Combined Honours (ie Named Awards)

(iii) Approved Subject Combinations

administered by this Programme Specification (ie “home” combinations)

None None None

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

None None

15 Interim exit awards and Subject title(s)

PG Certificate Fashion Design Womenswear PG Certificate Fashion and Luxury Brand Management PG Certificate Contemporary Fashion Buying PG Certificate Fashion Promotion, Communication and Media PG Diploma Fashion Design Womenswear PG Diploma Fashion and Luxury Brand Management PG Diploma Contemporary Fashion Buying PG Diploma Fashion Promotion, Communication and Media

Arrangements with Partners 16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

Istituto Marangoni, London Campus: MA Fashion Design Womenswear 316A MA Fashion and Luxury Brand Management 316B MA Contemporary Fashion Buying

External validation

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MA Fashion Promotion, Communication and Media Istituto Marangoni, Paris Campus: MA Fashion Design Womenswear 316A MA Fashion and Luxury Brand Management 316B

17 Articulation and Progression Arrangements with Partners

Partner Name Details of Arrangements

Professional, Statutory and Regulatory 18 PSRB(s) associated with final award

of any route within the programme specification

N/A

19 Date and outcome of last PSRB approval/accreditation

N/A

Approval Status 20 Date and outcome of most recent

MMU review/ approval

(i) Latest review/approval 24th October 2012 – Revalidation of the Postgraduate Fashion Network

(ii) Major Modifications to Programme

Specification since last review/approval N/A

21 Next Scheduled Review Date:

22 Programme Specification effective date:

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SECTION B – OUTCOMES 23 MMU Graduate Outcomes On successful completion of their course of study MMU graduates will be able to:

GO1. Apply skills in critical analysis to real-‐world situations within a defined range of contexts;

GO2. Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-‐management;

GO3. Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

GO4. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

GO5. Manage their professional development reflecting on progress and taking appropriate action;

GO6. Find, evaluate, synthesise and use information from a variety of sources; GO7. Articulate an awareness of the social and community contexts within their disciplinary

field. Also, they will have the qualities needed for employment in situations requiring the exercise of initiative and personal responsibility together with decision-‐making in complex and unpredictable situations. The design of the programme is guided by the expectations of the QAA Framework for higher education qualifications in England, Wales and Northern Ireland that on completion of a Master’s degree students should ‘typically’ be able to:

• Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-‐specialist audiences;

• Demonstrate self-‐direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;

• Continue to advance their knowledge and understanding, and to develop new skills to a high level.

Also that they will have the qualities and transferable skills necessary for employment requiring:

• The exercise of initiative and personal responsibility; • Decision-‐making in complex and unpredictable situations; • The independent learning ability required for continuing professional development.

(QAA 2008, Framework for HE qualifications in England, Wales and Northern Ireland)

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24 Programme Rationale

Since 1935 Istituto Marangoni has been building on Giulio Marangoni’s values, providing the fashion world with highly skilled professionals who respond to industry needs. He founded Istituto Artistico dell’ Abbigliamento Marangoni in Milan with the aim of creating new courses that would support the fast-‐growing fashion industry in Italy as it rapidly evolved at that time. Istituto Marangoni today follows that tradition and responds in the same way by listening to industry needs and developing courses to prepare the professional experts of tomorrow. ‘The most important element (of Istituto Marangoni) is the connection between fashion and business that began with the tailoring course in 1935’. Marco Muggiano, Communication Director of Istituto Marangoni – 2010. Today Istituto Marangoni is an established and recognised laboratory of aesthetic European-‐style culture with the finest Italian imprinting, collaborating with the most interesting names in the sector. These include global brands such as Armani, Prada, Versace, Dolce & Gabbana, Dior, Zegna, Jimmy Choo and Vogue. In the same way that Giulio Marangoni as a designer understood the needs of the industry, our current teacher-‐practitioners at Istituto Marangoni continue to teach with the same principles to prepare each student for a career in fashion and fashion business. Today Istituto Marangoni alumni lead the field as creative directors of global international brands such as Tod’s, Sonia Rykiel and Jill Sander to name just a few. Although the geographical dimension has expanded, with Istituto Marangoni holding campuses today in Paris, London and Shanghai as well as in Milan, its Italian identity remains central. Istituto Marangoni uses its Italian heritage to develop and deliver its programme to a global marketplace, translating the traditions of its artistic heritage into modern sartorial creativity. The “Italianness” we aim to transmit to our students during their experience at Istituto Marangoni has multiple themes: • a very structured business vision • an entrepreneurial attitude • an ideology aiming at establishing itself through differentiation • the importance of the relationship between image and fashion • the focus on perfect execution, simplicity, attention to detail, craftmanship and the imaginative concept of luxury • the importance of valuing the use of textiles as an innovative tool • the concept of “italian technique” to equip students to filter and discipline what inspires and bring viable products to market. Italian fashion design and business models have influenced and continually impact on the world economy of fashion and Istituto Marangoni has maintained its founder’s goal of training the fashion professionals of tomorrow in such key sectors as design, communication, and managerial coordination. The postgraduate programme continues to uphold the value and quality of training and contextualising learning experiences in the realities of the international marketplace. Istituto Marangoni persists in working closely with industry, developing a suite of postgraduate courses, and its continued aim is to empower talent in fashion and design and to produce industry professionals. Istituto Marangoni offers master’s level courses designed to provide students with the professional knowledge and skills to take on senior posts in industry, as well as the opportunity

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to engage in critical debate with peers and academics and to develop a significant body of work through independent study, both of which are of value to their specialisms. MA Contemporary Fashion Buying Istituto Marangoni is about imparting contemporary, future-‐informed knowledge to its students and supporting them in the development of relevant skills for today’s market. The master’s course in Contemporary Fashion Buying has been proactively developed to meet fashion industry demands. Istituto Marangoni has developed a modern, up-‐to-‐date and industry-‐relevant master’s in) Contemporary Fashion Buying degree with a 3-‐month fashion industry placement, enabling its graduates to successfully, professionally and proactively enter the market place with real-‐time knowledge and management skills relevant to fashion buying roles within this specialist area. This postgraduate Fashion Buying degree has been thoughtfully developed by a number of industry and academic professionals, their main aim to advance students towards careers inside established and internationally recognised companies. The fashion buyer is responsible for the development, management, sourcing and selection of profitable ranges of products.. However, innovation and recent dramatic changes within the fashion industry (omni-‐channel retailing, CAD/ CAM, a movement from global to local supply chains, new methods in space management, vertical integration and quick-‐response business models) mean that to be successful as a buyer today, a multidisciplinary approach is essential. Istituto Marangoni has used this multidisciplinary approach to develop knowledge and skills for the student through offering a master’s course in fashion buying, which provides the students with a comprehensive study programme that gives an extensive and in-‐depth perspective of the global fashion retail industry and the ever-‐evolving role of the buyer. Students are also provided with the tools of management practice which include theories, models and frameworks as well as roles of manangement enabling them to reflect and apply this to their own developing professional practice. This master’s course is ‘contemporary’ as it differentiates itself by providing models of business taught by qualified industry practitioners models that are current and will be practiced in the future and which encapsulate recent and future innovation and technology both to sell and reach target consumer and business objectives. The master’s 3-‐month industry placement will provide the student with the opportunity to develop and enhance their professional development with carefully selected fashion industry placement partners. Fashion buyers are pivotal to a successful organisation, interacting with many different departments within a company. They do not simply just purchase product in order to be successful – they guide the whole process. Buyers need to be business-‐minded with strong analytical skills but also able to negotiate and work alongside creative departments. Decision-‐making and leadership skills, which are central to a fast-‐paced, dynamic and demanding business environment, are key attributes of the modern-‐day fashion buyer. All of the MA Contemporary Fashion Buying modules within the master’s programme (Buying Structure, Merchandising Analysis, Researching the Brand, Product – Technical, Planning, Range Planning, Finance, Commercialisation and Retail, Fashion Futures and Innovation, Negotiation and Pricing, Licensing and Law for fashion business) develop these core skills and knowledge. Students

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therefore are enabled to understand and apply this to their own professional career development, as well as to conduct detailed research leading to a research-‐based dissertation in their area of specialisation. The industry placement (Ref: Section 35, p. 29) offers students an insight into their professional environment and gives them the opportunity to develop both the skills they already have and new ones, as well as to apply their theoretical knowledge to real fashion industry environments. The course offers opportunities for progression onto research degrees and will enable students to pursue senior job opportunities in fashion buying merchandising, product development and visual merchandising, trend forecasting and retail, fashion-‐related as well as in the creative industries, and supports their professional and academic development. MA Fashion Promotion, Communication and Media This course is a direct response to the fashion industry’s demand for career-‐ready strategic and creative fashion brand communicators (Ref: Section 29, p. 16, para. 3). It offers students the possibility of exploring the theoretical and practical applications of fashion promotion, communication and media. The course also explores future communication channels, nurturing innovative futures strategies for fashion and brands. Students are given the opportunity to develop advanced knowledge, understanding and analysis of how fashion is communicated, promoted and represented creatively via different media, preparing them for the evolving demands of fashion communication. Students are also provided with the tools of management practice which include theories, models and frameworks as well as the analysis of roles of management enabling them to reflect and apply this to their own developing professional practice The curriculum responds to the industry’s increased request for qualified professionals who have the knowledge and skills to use both traditional media and new platforms of communication, focusing on promoting fashion to different audiences, media and markets. Through the programme’s core elements addressing fashion communication and criticism, contemporary issues in fashion, strategic branding and innovation management as well as creative direction, it prepares students for the challenges of fashion communication and promotion central to the industry’s future. It allows for students, by exploring traditional and future communication channels for fashion and fashion branding, to progress their understanding through research and enquiry. During this course students are able to respond to emerging developments in media and communication and explore the major theories and debates that dominate the study and practice of fashion promotion, communication and media. The course includes a development and understanding of the visual creative process for fashion magazines and brands. It is imperative for todays fashion professionals to evaluate and understand the different techniques applicable in creating and understanding the role that fashion image plays, whilst analysing and looking at historical and contemporary references and how they implicate on the creative process. Looking at fashion advertising, editorial and creative direction in media, communication and promotion, students evaluate and analyse trends in fashion styling, photography and journalism. They also progress their advanced knowledge of the creative and written process to encourage their own original creativity and prepare themselves academically and professionally for the multi-‐disciplinary approaches to roles found in the fashion industry, roles that foster innovation, entrepreneurial thinking and problem-‐solving. The course addresses the impact of technological developments and globalisation on the fashion

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industry and offers opportunities for student’s own research, supported by a 12-‐week industry placement. This course offers opportunities for progression onto research degrees and will also support students to pursue senior job opportunities in editorial, PR, publishing, journalism, styling, photography, illustrators, editors and art direction. MA Fashion and Luxury Brand Management MA Fashion and Luxury Brand Management is designed for students wishing to specialise and undertake in-‐depth study to prepare for the constantly evolving demands of the fashion luxury goods industries at a high level. There is a strong focus on an industry-‐linked, project-‐based mode of study taught by industry specialists and professional practitioners. The goal of this MA programme is to produce Master’s graduates who have advanced knowledge and a breadth of skills in management and luxury brands. They should be able to demonstrate original creative thinking and autonomy in developing project ideas when responding to the changing needs of the industry. They are equipped to deal with existing and emerging technologies in today’s international fashion industry and have an understanding of specialist brand development and business practices globally. Graduates on the course become independent life-‐long learners who can progress to a high level of specialism within the fashion and luxury brand industry or when self-‐employed. The course of study also prepares graduates to develop their studies further. There is a 12-‐week fashion industry placement within the programme, giving students the opportunity to put theory into reflective and purposeful practice. MA Fashion Design Womenswear MA Fashion Design Womenswear is designed for students wishing to gain a deeper understanding of fashion and carry out in-‐depth and specialist study appropriately for the constantly evolving demands of the fashion industries at a high level. Emphasis is given to project-‐based and industry-‐driven activity taught by industry specialists and professional practitioners. On completion of their studies, Master’s graduates are expected to have advanced knowledge and breadth of skills in womenswear design. Graduates should demonstrate original creativity and autonomy when responding to the changing needs of the industry. Through the core elements of study and industry-‐linked projects, they are equipped to deal with existing and emerging technologies in today’s international fashion industry and have an understanding of specialist fashion and brand development as well as business practices globally. The course aims to create forward-‐thinking graduates developing research and analytical skills as well as their individual creative identity, establishing independent life-‐long learners who can progress to a high level of specialism within the womenswear industry or when self-‐employed, or in possibilities for further study. The 12-‐week fashion industry placement gives students current awareness of developments in the sector, practical experience in the industry and further opportunities for continuous personal and professional development within contemporary fashion contexts. 25 QAA Benchmark Statement(s)

Master’s Degree Characteristics (QAA, 2010): http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/MastersDegreeCharacteristics.pdf The framework for higher education qualifications in England, Wales and Northern Ireland (QAA,

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2008): http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf 26 Programme Specific Outcomes

(a) Final Award Learning Outcomes

On successful completion of MA Fashion Design Womenswear, students will be able to: PLO 1 – Critically evaluate consumer, market and trend requirements for an identified womenswear fashion brand; PLO 2 – Carry out in-‐depth research within a wider context of art and design-‐related industries applicable to the fashion womenswear industry; PLO 3 – Demonstrate the creative and advanced technical processes involved in communicating clearly and effectively design concepts and ideas while reinforcing a fashion brand identity; PLO 4 – Critically evaluate and apply the theories and techniques used in developing new design proposals for the womenswear fashion industry, displaying originality and self-‐direction; PLO 5 – Carry out successfully a substantial piece of independent research.

On successful completion of MA Fashion and Luxury Brand Management, students will be able to:

PLO 1 – Critically analyse how different fashion and luxury goods organisations manage their brands and market offerings to compete in different market environments; PLO 2 – Evaluate the interrelationships between branding strategies and corporate, business and functional strategies of the organisation; PLO 3 – Elaborate systematic and creative solutions to a range of real-‐world business and management problems, taking into consideration theories, frameworks and practices relevant to luxury and fashion branding and brand management; PLO 4 – Evaluate how current issues including new technologies, the changing role of the consumer and corporate social responsibility affect the competitive strategies of fashion and luxury goods organisations; PLO 5 – Critically appraise published work in the area of fashion and luxury branding and brand management and successfully design and produce a substantial piece of independent research.

On successful completion of MA Contemporary Fashion Buying, students will be able to: PLO 1 – Demonstrate a comprehensive understanding of the practice, theories and management relating to fashion buying through the ability to use critical knowledge of key trends, market research and sales analysis to achieve business objectives for fashion brands and stakeholders; PLO2 – Critically evaluate the buying process and understand the impact of new innovation and technology using theoretical frameworks and research, and propose strategies to meet short-‐ and long-‐term trading objectives of global fashion businesses;

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PLO 3 – Demonstrate systematic understanding of the fashion product development management process, garment construction, and critical path management to meet the needs of specific target global markets; PLO 4 – Critically appraise global sourcing opportunities (off-‐shore and domestic) and supply chain management components to meet consumer needs and business objectives; PLO 5 – Critically evaluate research using relevant research methodologies to acquire knowledge through own findings and those of others in order to create a substantial piece of self-‐directed research to industry and academic standards. On successful completion of MA Fashion Promotion, Communication and Media, students will be able to: PLO 1 – Demonstrate a systematic understanding of the key fashion communication channels and theories, across written and visual media, and apply this understanding to fashion industry contexts, generating creative and original management solutions to specialist and non-‐specialist audiences in a manner appropriate to the discipline area; PLO 2 – Critically appreciate fashion branding theories and omni-‐channel business strategies and demonstrate comprehensive understanding of the current challenges faced by industry informed by current research PLO 3 – Critically evaluate and analyse the current theories, concepts and management used in promoting fashion and the changing role of social media, PR in the digital age and conceptualise creative digital campaigns for a fashion brand to a global community; PLO 4 – Demonstrate leadership and problem solving skills relevant to creative direction for fashion media, and interpret knowledge and practice at the forefront of the discipline. PLO 5 – Critically evaluate research and apply appropriate methodologies of research and enquiry to own independent research, producing a substantial piece of work to industry and academic standards.

These learning outcomes support the expectations of the QAA Framework for higher education qualifications in England, Wales and Northern Ireland that Master’s degrees are awarded to students who have demonstrated:

• 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 academic discipline, field of study, or area of professional practice;

• A comprehensive understanding of techniques applicable to their own research or advanced scholarship;

• Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

Conceptual understanding that enables the student:

• To critically evaluate current research and advanced scholarship in the discipline; • To evaluate methodologies and develop critiques of them and, where appropriate, to

propose new hypotheses. (b) Combined Honours Learning Outcomes

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N/A (c) Pass Degree Learning Outcomes

N/A 27 Interim Award Learning Outcomes

Postgraduate Diploma (120 credits) graduates will be able to:

• Critically evaluate current research in their field of study; • Exercise initiative and personal responsibility in the work environment; • Carry out further independent learning or continuing professional development; • Undertake a role of significant higher managerial responsibility.

Also, they will have the qualities needed for employment in situations requiring the exercise of initiative and personal responsibility together with decision-‐making in complex and unpredictable situations.

In addition to the above:

Postgraduate Diploma Fashion Design Womenswear students will be able to: • Critically analyse consumer trends and concepts using research methodologies for an

identified womenswear fashion brand; • Critically evaluate issues related to the design branding aspect of the fashion industry; • Synthesise the creative and technical processes involved in product development; • Demonstrate a critical understanding through research and quality awareness of

womenswear in the global high-‐end fashion industry.

Postgraduate Diploma Fashion and Luxury Brand Management students will be able to: • Analyse critically how different fashion and luxury goods organisations manage their

brands and market offerings to compete in different market environments; • Evaluate critically the interrelationships between branding strategies and corporate,

business and functional strategies of the organisation; • Demonstrate critical awareness and understanding, offering solutions to a range of real-‐

world business and management problems, taking into consideration theories and research relevant to luxury and fashion branding and brand management;

• Demonstrate comprehensive understanding of current issues including new technologies, the changing role of the consumer and corporate social responsibility, and interpret their influence on the competitive strategies of fashion and luxury goods organisations.

Postgraduate Diploma Contemporary Fashion Buying students will be able to: PLO 1 – Demonstrate a comprehensive understanding of the practice, theories and management relating to fashion buying through the ability to use critical knowledge of key trends, market research and sales analysis to achieve business objectives for fashion brands and stakeholders; PLO2 – Critically evaluate the buying process and understand the impact of new innovation and technology using theoretical frameworks and research, and propose strategies to meet short-‐ and long-‐term trading objectives of global fashion businesses;

PLO 3 – Demonstrate systematic understanding of the fashion product development

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management process, garment construction, and critical path management to meet the needs of specific target global markets; PLO 4 – Critically appraise global sourcing opportunities (off-‐shore and domestic) and supply chain management components to meet consumer needs and business objectives

Postgraduate Diploma Fashion Promotion, Communication and Media students will be able to: PLO 1 – Demonstrate a systematic understanding of the key fashion communication channels and theories, across written and visual media, and apply this understanding to fashion industry contexts, generating creative and original management solutions to specialist and non-‐specialist audiences in a manner appropriate to the discipline area; PLO 2 – Critically appreciate fashion branding theories and omni-‐channel business strategies and demonstrate comprehensive understanding of the current challenges faced by industry informed by current research PLO 3 – Critically evaluate and analyse the current theories, concepts and management used in promoting fashion and the changing role of social media, PR in the digital age and conceptualise creative digital campaigns for a fashion brand to a global community; PLO 4 – Demonstrate leadership and problem solving skills relevant to creative direction for fashion media, and interpret knowledge and practice at the forefront of the discipline.

Postgraduate Certificate (60 credits) graduate will be able to:

• Critically evaluate current research in their field of study; • Exercise personal responsibility in the work environment; • Carry out independent learning or professional development; • Undertake a role of significant higher managerial responsibility. • .

Postgraduate Certificate Fashion Design Womenswear students will be able to:

• Critically evaluate consumer trends for an identified womenswear fashion brand; • Demonstrate self-‐direction and originality in issues related to the design branding aspect of

the fashion industry; • Demonstrate comprehensive understanding of the creative and technical processes

involved in product development and apply to own research; • Critically analyse the importance of womenswear in the global high-‐end fashion industry

and use this knowledge to advance knowledge and understanding and to develop new skills to a high level.

Postgraduate Certificate Fashion and Luxury Brand Management students will be able to:

• Demonstrate critical awareness of how different fashion and luxury goods organisations manage their brands in different market environments;

• Critically evaluate the relationships between branding strategies within fashion business; • Critically evaluate current research and offer solutions to a range of real-‐world business

and management problems relevant to luxury and fashion branding and brand management;

• Demonstrate comprehensive understanding of current issues including new technologies and the changing role of the consumer and communicate awareness of their influence on the competitive strategies of fashion and luxury goods organisations.

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Postgraduate Certificate Contemporary Fashion Buying students will be able to: PLO 1 – Demonstrate a comprehensive understanding of the practice, theories and management relating to fashion buying through the ability to use critical knowledge of key trends, market research and sales analysis to achieve business objectives for fashion brands and stakeholders; PLO2 – Critically evaluate the buying process and understand the impact of new innovation and technology using theoretical frameworks and research, and propose strategies to meet short-‐ and long-‐term trading objectives of global fashion businesses;

PLO 3 – Demonstrate systematic understanding of the fashion product development management process, garment construction, and critical path management to meet the needs of specific target global markets.

Postgraduate Certificate Fashion Promotion, Communication and Media students will be able to: PLO 1 – Demonstrate a systematic understanding of the key fashion communication channels and theories, across written and visual media, and apply this understanding to fashion industry contexts, generating creative and original management solutions to specialist and non-‐specialist audiences in a manner appropriate to the discipline area; PLO 2 – Critically appreciate fashion branding theories and omni-‐channel business strategies and demonstrate comprehensive understanding of the current challenges faced by industry informed by current research; PLO 3 – Critically evaluate and analyse the current theories, concepts and management used in promoting fashion and the changing role of social media, PR in the digital age and conceptualise creative digital campaigns for a fashion brand to a global community. .

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SECTION C – STRUCTURE 28 Structures, modes of delivery (e.g. FT/PT/DL etc.), levels, credits, awards, curriculum map

of all units (identifying core/option status, credits, pre or co-‐requisites) potential entry/exit points and progression/award requirements

MA Fashion Design Womenswear Level 7 Core Units Code Status

Unit Title No of

credits 31DIM001 Core Design Intentions 40 31FEM001 Core Fashion Exploration 40 31FDM001 Core Fashion Design, Development and Identity 20 31RMM002 Core Research Methods 20 31DSM001 Core Dissertation 60

* Includes mandatory 12-‐week industry placement or in exceptional circumstances a guided case study report 60 credits: interim exit award – Postgraduate Certificate Fashion Design Womenswear 120 credits: interim exit award – Postgraduate Diploma Fashion Design Womenswear 180 credits: Final exit award – MA Fashion Design Womenswear MA Fashion and Luxury Brand Management Level 7 Core Units Code Status Unit Title No of credits 31FMM003 Core Fashion Marketing Management 20 31CIM001 Core Contemporary Issues In Fashion 20 31RMM002 Core Research Methods 20 31LMM001 Core Luxury Management 20 31SBM001 Core Strategic Brand Management 20 31PCM001 Core Product Creativity and Innovation 20 31DSM001 Core Dissertation* 60 * Includes mandatory 12-‐week industry placement or in exceptional circumstances a guided case study report 60 credits: interim exit award – Postgraduate Certificate Fashion and Luxury Brand Management 120 credits: interim exit award – Postgraduate Diploma Fashion and Luxury Brand Management 180 credits: Final exit award – MA Fashion and Luxury Brand Management

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MA Contemporary Fashion Buying Level 7 Core Units Code Status

Unit Title No of credits

31SFM002 Core Strategic Fashion Buying 20 31CIM001 Core Contemporary Issues In Fashion 20 31FBM002

Core Fashion Buying and Product Development Management

20

31FMM003 Core Fashion Marketing Management 20 31RMM002 Core Research Methods 20 31FBM003

Core Fashion Buying and Supply Chain Management

20

31DSMOO1 Core Dissertation* 60 * Includes mandatory 12-‐week industry placement or in exceptional circumstances a guided case study report 60 credits: interim exit award – Postgraduate Certificate Contemporary Fashion Buying 120 credits: interim exit award – Postgraduate Diploma Contemporary Fashion Buying 180 credits: Final exit award – MA Contemporary Fashion Buying MA Fashion Promotion, Communication and Media Level 7 Core Units Code Status

Unit Title No of credits

31CFM001 Core Contemporary Fashion Communication and Criticism 20 31SBM002 Core Strategic Branding and Innovation Management 20

31CIM001 Core Contemporary Issues in Fashion 20 31SMM001 Core Social Media and Digital PR Management 20 31CDM002 Core Creative Direction 20 31RMM002 Core Research Methods 20 31DSM001 Core Dissertation* 60 * Includes mandatory 12-‐week industry placement or in exceptional circumstances a guided case study report 60 credits: interim exit award – Postgraduate Certificate Fashion Promotion, Communication and Media 120 credits: interim exit award – Postgraduate Diploma Fashion Promotion, Communication and Media 180 credits: Final exit award – MA Fashion Promotion, Communication and Media

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SECTION D – TEACHING, LEARNING AND ASSESSMENT 29 Articulation of Graduate Prospects It is the aim of the postgraduate suite of courses to enable students to gain employability, professional and skills enhancement, as well as offering them opportunities for progression onto research degrees. In response to the constantly evolving, changing and expanding fashion industry, market research has shown that industry requires professionals who are ready to meet the demands brought on by these changes so as to lead, manage and to take on the challenges found within these disciplines. Having been informed by a range of sources, including local information from graduates to alumni data (Ref: Industry breakfast report, questionnaires, student feedback), these master’s courses provide students with the knowledge and skills for specialist careers in their chosen discipline and to develop outstanding levels of professionalism in relation to their work, enabling them to practice as disciplined, independent and resourceful practitioners capable of sustaining careers in a competitive and constantly changing profession. The types of roles we expect graduates from these courses to progress to range from management and consultation through to entrepreneurial roles. Students applying to Istituto Marangoni courses amount to 2,600 a year and they are from diverse cultural backgrounds and from over 92 different countries. The uptake of careers post-‐qualification is on a global scale, adding to the already international network of alumni. Istituto Marangoni works closely with employers and academic staff to promote and support work placement opportunities and communicate job vacancies for Marangoni students through recruitment days organised at the campuses. Feedback is used in the placement procedures and interview stages to gain industry information and feed this into the curriculum design. These processes enable informed decision-‐making when developing new programmes as well as when modifying existing programmes in order to maximise employability opportunities for students. Full advantage is taken of the international network that Istituto Marangoni has at its disposal, facilitating high-‐profile placements and job opportunities. Recent student destinations following graduation include Kering, Burberry, Richard Nicoll, Good PR, Stella McCartney, Bally, Bottega Venetta, Tods PR, Roger Vivier PR, Liberty, McQueen, Stylesight, WGSN, Hermes, Saint Laurent PR, Alberta Ferretti, Loewe, The Future Laboratory, WGSN, Good PR, Indigo Cow PR, MTV, Rewardstyle, Not Just a Label, Mintel, The Gentleman Blogger, Liberty, McQueen, Brand Alley, Giorgio Armani, Alexander McQueen, Safilo, Temperley (India), Balenciaga, Céline, Christian Dior Couture, Givenchy, La Estampa (Brazil), Puma, Prada and Jimmy Choo. Prospective positions following graduation: Fashion Promotion Communication and Media: Fashion PR Manager Marketing Manager Collections Coordinator Fashion and Consumer Account Manager

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PR and Event Coordinator Brand Manager PR Practitioners (in-‐house or agency) Digital and Creative Consultants Magazine and Online Editors Contemporary Fashion Buying: Buyer Merchandiser Visual Merchandiser Retail Manager/Coordinator Trend analyst Womenswear Fashion Design: Womenswear Designer Accessories Designer Textile/Embroidery Designer Fashion forecaster Luxury Brand Management: Marketing Manager Brand Manager Market Analyst Via their career services, all campuses gather intelligence on their graduates through exit questionnaires, initially following graduation. This market information is used to make recommendations for further programme development through programme committee meetings. The Career Services use follow-‐up questionnaires as intermediate contact at regular intervals in order to track graduate career progression. Full information is gathered for the database, which is available to all of the campuses. This shows students’ destinations as well as previous historical data concerning career progression or further academic study. The Career Services gather employer and placement intelligence and this is communicated via regular meetings with Programme leaders and academic staff. The Career Services Manager holds meetings with company HR departments, recruitment agencies and fashion brands and further data and information is gathered from specialist recruitment fairs to enable informed decisions to be made on programme development and further opportunities for students.

Career Services continues to keep all channels of communication open both for the student and the employer following student graduation and subsequent employment, encouraging a career-‐long relationship with Istituto Marangoni, current students and fellow graduates. Istituto Marangoni registers and updates its records of the final destinations of all students, recognising the importance of this growing network of alumni talent and establishing further links with employers. These evolving networks that are particularly international strengthen the presence of Istituto Marangoni in the world of fashion education and enable it to respond to what Imrad Ahmed from Luxury Society identifies as:

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‘cross-‐cultural experts’ and ‘individuals who can move seamlessly between countries, cultures and languages, ensuring that the essence of our brands is not lost in translation as the industry continues to globalise.’ LUXURY SOCIETY REPORT (2010) The Talent Agenda. A State-‐of-‐the-‐Industry Briefing on People and HR Management 30 Curriculum Design

The curricula of these courses are designed to support international students and use a range of learning and teaching strategies (Ref: Section 31, p. 21) that are suited to student needs and diverse learning styles, to achieve the intended outcomes relevant to the programme specialisms, with an emphasis on developing specialised knowledge appropriate to a master award and to support students in critically applying this knowledge in business practice. As these curricula are designed to address these specialisms and to develop key skills at master’s level there is specific monitoring to assure quality of the courses through the Continuous Improvement Plan and consultations with academics and practitioners in industry.

The courses are continually informed through engagement with key academics, researchers, employers and professionals and local sources such as graduates and alumni and they incorporate core and transferable skills to enhance employment within the fashion industry. Students, alumni, external examiners and potential employers have been involved in the development of the master’s courses. Various meetings with Industry specialists and key academics have helped the team to focus on employability and the currency of the units and the incremental learning of the courses. Questionnaires and draft Programme and Unit Specifications have been sent to students, alumni and external examiners for comments, which have been taken into consideration in developing the Master’s Programme. The academic and practitioner-‐based nature of our academic team, which shows a strong profile of professional practitioners, has been an excellent source of research and dialogue on current industry themes and practices as well as of information on the expectations from industry on candidates seeking employment.

Curriculum content, teaching, learning and assessment ensure students achieve employability outcomes. Through a variety of study and assessment modes, students have maximised opportunities for progression (Ref: Section 31, p. 21) and these also help facilitate the delivery of intended learning outcomes at the required standards. A variety of learning strategies are employed when developing each unit and careful consideration is placed on the intended objectives and the development of key knowledge or skills, responding to graduate outcomes at master’s level. The delivery and effectiveness of each unit is carefully monitored on a continual basis through appropriate quality assurance processes set in place.

The placement together with Personal Development Planning (Ref: Section 33, p. 27, para. 3), is an embedded support within the curriculum, giving students opportunities to evaluate the skills they have developed within the programme and their relevance to future employment as well as to manage their own professional development reflectively. The placement within the programme is an enormously valuable tool for international students (Ref: Section 35, p. 29, para. 2 and 3) enabling them to contextualise their learning, working alongside inspiring industry teams and help them improve their employability and employment prospects.

‘Having a mentor who inspires and directs your educational growth is important for development. In todays working word practical application of skills is imperative, which is why schools such as Marangoni provide the Industry with such a valuable pool of talent.’ (A. Zegna, Ermenegildo Zegna: Tre Quarti, 2010: 29)

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In the courses Fashion and Luxury Brand Management, Fashion Design Womenswear, Contemporary Fashion Buying and Fashion Promotion, Communication and Media, industry partners visit and brief students about their existing market position and identify current issues and developments in the profession. There are workshops, industry-‐themed seminars and industry-‐based ‘live’ projects from companies such as Vivienne Westwood, Browns, Joseph, House of Hackney, Liberty, Pringle, Ally Capellino, Pearce Fionda, Burberry, Paul Smith and WGSN that give students the opportunity to develop subject knowledge and transferable skills, qualities that are required for employment or further study. Some interesting examples of visiting lecturers include have included speakers such as Jean Baptiste Maillard CEO of Chopard, HR Partners from Net-‐a-‐porter, Stefan Siegel – not just a label, Giulio Capellini, Oliver Spencer and Caryn Franklin. “I'm very pleased with my latest project regarding Ungaro brand. The students were very reactive, they did good research and brand analysis and delivered some very interesting propositions for brand re-‐launch. I believe the course was well structured and students were given a good guidance to complete their projects. My feedback is 100% positive students are employable from this kind of programme and I look forward to working with Marangoni again in the future.” Industry project Feedback: Marja Todorovic, Licensing Director Emanuel Ungaro @IMG

Research Methods

This is a core practice that runs through terms 1 and 2, and is managed through a specific dedicated unit providing essential theoretical, substantive and practical understanding of research methodologies as well as preparing the students with an approach to out-‐of-‐the-‐box thinking for their independent research proposal and dissertation (Ref: Section 32, p. 23, para. 6). The Research Methods unit, is integrated into the curriculum design with activities in the other units and helps challenge students to be creative innovators. Students submit their research proposal at the end of term 3, before dissertation and industry placement. The dissertation unit forms a major part of the master’s programme and is weighted accordingly (60 credits). It contains a substantial piece of independent research and each student is allocated a dissertation supervisor who has a master’s degree and subject knowledge. Supervisors are expected to guide the student through this research process.

A series of three research events entitled Research Forum– Postgraduate will begin in the autumn term 2014. The programme, which will contain Fashion Womenswear, Fashion and Luxury Brand Management, Contemporary Fashion Buying and Fashion Promotion, Communication and Media, will provide an opportunity for all postgraduate students to meet, and will encourage dynamic learning across disciplines and foster academic and subject debate with the aim of encouraging peer-‐to-‐peer collaboration on research and project initiatives (Ref: Section 31, p. 21, para. 5).

MA Fashion Promotion Communication and Media Term 1 Term 2 Term 3 Term 4

Contemporary Fashion Communication and Criticism (20 credits)

Strategic Branding and Innovation Management (20 credits)

Social Media and Digital PR Management (20 credits)

Dissertation Unit (includes 12-‐week placement) (60 credits)

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Contemporary Issues in Fashion (20 credits)

Creative Direction (20 credits)

Research Methods Research Methods Research Methods (20 credits)

MA Contemporary Fashion Buying

Term 1 Term 2 Term 3 Term 4 Strategic Fashion Buying (20 credits)

Fashion Buying and Product Development Management (20 credits)

Fashion Buying and Supply Chain Management (20 credits)


Contemporary Issues In Fashion (20 credits)

Fashion Marketing Management (20 credits)


MA Fashion Design Womenswear

Term 1 Term 2 Term 3 Term 4 Fashion Intentions (40 credits)

Design Exploration (40 credits)

Fashion Design, Development and Identity (20 credits)



MA Fashion Luxury Brand Management Term 1 Term 2 Term 3 Term 4

Product Creativity and Innovation (20 credits)

Strategic Brand Management (20 credits)

Luxury Management (20 credits)


Fashion Marketing Management (20 credits)

Contemporary Issues In Fashion (20 credits)


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31 Learning and Teaching The QAA in their review (2012) identified the following good practice within Istituto Marangoni:

• There is a consistent focus on contemporary professional practice across the management of all aspects of the provision, underpinned by strong industry links and the experience of practitioner staff

• Staff development is clearly focused and prioritised, and includes full support for staff to complete a postgraduate teaching qualification

Full report can be found by following the link below: http://www.qaa.ac.uk/InstitutionReports/reports/Documents/REO-‐Istituto-‐Marangoni-‐13.pdf The postgraduate programme respects the diversity of students and is structured with formal lectures, workshops, tutorials, seminars and self-‐directed study, and within this structure a range of approaches to learning and teaching is employed as appropriate to the situation. Industry specialists and visiting specialist lecturers (industry professionals) make valuable contributions to the delivery of the curriculum and facilitate important links to professional practice. Academic staff delivering the courses have or are working towards achieving the MMU PGCert in Academic Practice to support and maintain currency of teaching and learning practice. Academic staff are also encouraged to become fellows of the Higher Education Academy to inform and facilitate their on-‐going professional development and to ensure that the high standards of teaching are maintained. Learning, teaching and assessment within the programmes has been refined and developed through the organisational tool of the Continuous Improvement Plan derived from discussions at programme committee level management, which leads to course modifications in approach and possible content. Learning through research – at master’s level the student is expected to use research methodologies throughout the programme as an essential tool to develop knowledge and critical skills and this is applied in their assessments as well as in self-‐directed research for their research proposal and dissertation. Self-‐Directed Study – plays a major role in this programme, where students are expected to spend time researching and analysing subject matter independently to support and substantiate taught material. Lectures – form an integral part of the programme and delivery of key information to the students. At this level it is expected that students use the lectures as a starting point for further self-‐directed study and research. Seminars – are used to build on themes taken from the lecture programme. Students are encouraged to make an active contribution by sharing ideas through debate. They are expected to research in preparation for the seminars from literature references provided prior to the sessions. Visiting Lecturers – are invited to present specialist lectures to all students to enhance the learning and teaching strategies.

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Individual Tutorials – are used when individual student work is being discussed or specific guidance required to one particular student; it is especially important during assessment feedback, PDP and in the dissertation phase and may be face-‐to -‐face, a telephone conversation or via e-‐mail or Skype. Small Group Tutorials – enable students to discuss and plan their work in greater detail than is possible with larger groups. It encourages quieter students to develop their interpersonal and communication skills and helps consolidate leadership skills in others. It also allows for peer assessment. Video Presentations – are used to give a more in-‐depth understanding of a specific issue. Case Studies – are used for detailed discussion of real-‐life situations. Reflective Blogs – this tool aims to distil in an on-‐going manner the reflective thinking of each student during project activity. This is particularly useful alongside group work activity, where individual experience and contribution can be monitored and evaluated. Demonstrations – are normally of a technical nature and are necessary in certain subject areas. Studio / Workshop / Laboratory / Practical Sessions – may be used to enable the creative and practical skill development of the student in an environment which simulates that of industry. Group and Team Work – requires students to operate as a member of a group or team and they usually have clearly identified roles. The emphasis is on collective responsibility, individual responsibility to the group and joint decision-‐making. The group work is seen as an essential tool to develop practical skills necessary for placement and employment. Presentations – requires students to use a variety of appropriate presentation methods to stimulate discussion and debate-‐developing skills, which have been highlighted as essential by employers for graduates at this level. Study Trips – give students the opportunity to go beyond the Istituto environment to deepen their understanding of a specific subject. The study trips are offered to the students at possible additional cost. The details, when approved, are distributed to the students at the beginning of the academic year. Formative assessment is an integral part of the teaching and learning process and its aim is to promote learning and to motivate learners. It is used as an interim support procedure for students to assess their progress and there are no marks attached to this feedback and it does not contribute to the final unit mark: it provides an indicative measure and allows students to move forward in their learning. The setting of short term goals ultimately helps develop within the student the ability to self assess in a formative manner so that they grow the skills of self evaluation necessary for lifelong learning. Examples of formative feedback methods include face-‐to-‐face tutorials (PDP), generic feedback, annotations to submissions and feedback sheets; these address the performance of students towards achieving the learning outcomes.

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Formative assessment methods include: • Tutorials and seminars as formative activities • Using journals (especially to support and inform tutorials) and PDP • Problem-‐based learning and case studies • Peer-‐assessment activities • ‘Critique’ sessions • Reflection • Student presentations – self and peer assessment Industry Work Placement – gives students the opportunity to develop the appropriate skill sets for the workplace relevant to their course. Students are supported by the Career Services Manager and an allocated Academic tutor during this period. Students are required to keep a reflective journal once on placement. 32 Assessment The assessment strategy for these courses has been designed to incorporate a variety of assessment methods to enable all students to demonstrate their learning in a fair and comprehensive manner and is in line with the Manchester Metropolitan University Regulations for Taught Postgraduate Programmes of Study. (http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf) A table showing different types of assessment unit by unit is provided in Appendix II. All assessments and methods of assessment are outlined for students in their Unit Handbook and the unit coordinator introduces students to the method and aims of assessment at the beginning of the unit as well as during formative assessment. In Section F of this document, both Graduate Learning Outcomes and Programme Learning Outcomes are mapped against the variety of assessment types and percentages used. The variety of assessment methods helps students demonstrate the development of their skills and knowledge throughout the programme. The effectiveness of these methods is continuously monitored during the academic year, through student and staff performance feedback. Assessment Methods All forms of assessment are used to help students develop skills throughout their journey of study. The students are made aware of the connections between formative and summative assessment through the Student Handbook and through the Unit Handbook. Students have at least one formative assessment within the first six weeks of the start of each unit and this helps support the student with their studies and highlights any further support that may be needed from the student support officer or the lecturer. Summative assessment is linked specifically to the learning outcomes of the courses. The assessment indicates the learner’s progression towards and achievement of these, and provides an evaluation of student progress and learning during an entire unit, generating a unit mark and constructive feedback. It also confirms the conditions for referral and retake by students where applicable. Examples of summative assessment include written assignments: essays; reports; case study writing, and oral and visual presentations using a variety of media. (Istituto Marangoni also uses formative assessment within each unit. Ref: Section 31)

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Assessment Quality Procedures Clear and comprehensive internal procedures exist for markers and marking teams and for internal moderators of academic assessment within the University policies and procedure guided by the University Regulations, as is External Examiner scrutiny of assessed work. Unit handbooks with assessment briefs are scrutinised across campuses at the start of the academic year and provide the students with advance knowledge of the scope of assignments and method of feedback after submission. Students’ feedback is monitored electronically through Sinapto and this feedback is quality assured by sampling and levelling at the end of each semester. Students also provide feedback on their experience at the end of each unit and this together with the unit leader report provides information for the CIP or Continuous Improvement Plan and ensures that the programmes reflect the needs of the students and the academic benchmarks of the master’s degree. Providing Student Feedback and Evaluation on Assessment Providing students with feedback on their progress is a vital component of assessment and is the key to closing the teaching, learning and assessment loop. All marking criteria have sections for markers to give detailed constructive developmental feedback and feedback is given via Sinapto. All students are offered the opportunity to discuss their feedback with the tutors or during their discussions within the PDP. Types of Assessment Peer-‐ and Self-‐assessment requires students to assess their own work and that of fellow students. It:

• Encourages a sense of ownership of the process of assessment; • Assists the student to become an autonomous learner; • Helps them to develop a range of transferable skills; • Enables assessment to be part of the learning process rather than an adjunct to it.

Portfolio Assessment is used to assess a variety of projects that have been developed throughout the unit and contained within a single folder or portfolio. Portfolio assessment could take a variety of formats depending on the subject and stipulated by the tutor. Practical and Class Based Projects allow students to demonstrate their understanding of a specific subject area and application of practical areas of the programme. Written Reports are required in some study areas and these will in some cases be a response to industry briefs, allowing students to reflect real industry requirements and to present work to industry standards through report writing. Presentations are used in some subjects to allow students to develop their creative, professional communication and presentation skills, formalising their arguments in a critical manner, and when giving presentations students are actively encouraged to embrace new technologies and media in an innovative way where appropriate. Research Proposals and Dissertations are used to demonstrate student ability to plan, prepare and deliver a sustained piece of personal research and to justify the awarding of ‘Master’ status. This

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takes the form of a written document of approximately 15,000 words* together with an industrial work placement reflective journal report of 2,000 words. If students are unable to fulfil or complete a placement opportunity they will carry out a 2,000-‐word student-‐negotiated industry case study. * this will include a further variation from October 2014 where the students will be able to negotiate a dissertation of 10,000-‐words minimum with an artefact in addition. Marking The marking criteria are linked to the University Standards Descriptors, which are included in the Unit Handbooks and the Student Handbook. Staff have a yearly induction and are appropriately trained to facilitate these marking processes. Assessment is both first and second marked and there is constant monitoring of the marking processes to ensure that they are reliable and consistent. The External Examiner visits the campuses at specified intervals to ensure that the quality is assured and that the marking is both fair and robust. Mark and Grade for a course

0 -‐ 49% Fail

50 -‐ 59% Pass

60 -‐ 69% Merit

70% and over Distinction

Moderation of summative assessment marks At Istituto Marangoni there are effective systems and procedures in place across campuses for internal and intercampus moderation for all units. The internal moderation of the summative assessment marks are scrutinised and verified to ensure appropriateness of the marking based on the consistent application of clear, fair, common and transparent marking schemes. The marks are then moderated – a process whereby the marks allocated by the first marker are examined and verified by a subject specialist tutor, not involved in the teaching of the unit and in the first marking. This is done within a specified sample to ensure fairness and consistency within the marking scheme across the cohort of students being assessed. Following the internal moderation of marks, where assessments contribute to an award, the marking is quality assured by an appointed subject external examiner across the campuses, according to the Institutional Code of Practice and Regulations on external examining. http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf http://www.mmu.ac.uk/academic/casqe/regulations/docs/summative_assessment_icp.pdf Intercampus moderation of Marks Additionally intercampus moderation takes place at the end of internal moderation, in order to ensure parity between London and Paris campuses prior to the external examiners visits. The intercampus moderation takes place within 2 weeks of the assessment in order to provide timely

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feedback to the students and assures consistency, transparency and fairness between campuses that share the same courses. The External Examiner views samples from both campuses and provides feedback on the quality of processes and procedures in assessment, and on the general health of the courses. Accurate and clear records of the results of moderation accompany assessments as evidence that procedures have been carried out in a fair and consistent manner. Re-‐sits and re-‐submission The Assessment Board takes place in June. The students who have failed and need to resubmit re-‐sit 6-‐8 weeks later and the re-‐sit board takes place in August of the same academic year.* Progression and Award Assessment Boards and Interim Boards* Istituto Marangoni has adopted the MMU Tiered board structure. Normally, there is one Assessment Board and Re-‐sit Board for MA students for each of the two intakes (October and February). *IM aims to introduce an interim board in order to identify initial failures and to maximise the opportunities made available to the students to progress. http://www.mmu.ac.uk/academic/casqe/regulations/tiered-‐boards.php Plagiarism Istituto Marangoni follows institutional guidelines in line with MMU policies regarding plagiarism. http://www.mmu.ac.uk/academic/casqe/regulations/assessment/docs/appendix_5_plagiarism.pdf Plagiarism is viewed as academic misconduct and a form of gaining unfair advantage, as it is important that students are assessed fairly and on equal terms with each other for the same award. Any attempt by a student to gain unfair advantage over another student in the completion of assessment or to assist someone else to gain an unfair advantage is a form of academic misconduct. Istituto Marangoni has introduced Turnitin to support these guidelines and to maintain academic standards. The students are introduced to the guidelines, Turnitin and indicative definitions of plagiarism during their induction week.

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33 Inclusive Practice Inclusive practice for Istituto Marangoni reflects the Equality Act of 2010 and the MMU Single Equality Scheme (SES). This ensures that the education programme embraces those that may feel marginalised or face barriers for physical, social, cultural, religious, financial or other reasons. Istituto Marangoni aims to provide equal opportunities for all its students. Tutor support is intended to remove any barriers that may prevent students from fulfilling their potential and the Institute is always ready to respond positively to their needs. Furthermore, any students identified for learning support have their needs addressed by the Student Support Officer who assists them in areas such as time management and identifying and dealing with learning difficulties. If needed, students are directed to specialists who can advise them on personalized mapping of study and who are in contact with support staff and tutors, providing them with up-‐to-‐date information on each student. All students are invited to take part in the Personal Development Planning (PDP) scheme with their Programme leader (Ref: Section 37, p. 37). The PDP is a structured process that is integral to the learning process for each student. It ensures that each student engages in academic, personal and professional contexts and it is an inclusive process open to all learners. Each learner on the postgraduate programmes has two meetings in which they are asked to self reflect, plan and monitor progress towards the achievement of personal objectives. The PDP helps students take responsibility for their personal, career and academic development. The Programme leader/ personal tutor provides a framework for discussion and which helps the students become more autonomous learners. It has proven to be a very effective tool for the management and possible initial identification of particular needs of the student. 34 Technology Enhanced Learning

Sinapto Istituto Marangoni uses Sinapto, a virtual space to share knowledge and helps manage and communicate the process of teaching and learning, and communicates student progression. It is also used for tutors to organise, manage and deliver course materials making it available to students throughout their courses to facilitate their learning and assessment experience. At the beginning of each academic year, all students receive their login details to access Sinapto, a student-‐learning environment designed for Istituto Marangoni. Sinapto training for students is provided by the librarian and is part of the activities in induction week. Through Sinapto, students on all campuses and away from campus are able to access and download the latest documents, forms and templates such as:

• Student Handbook • Unit Handbook • Guidance notes on plagiarism • Complaints and appeals forms • Unit weekly hand-‐outs • Contact lists for all teaching and support staff • Lessons and assessment timetable.

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Students are also asked to access the Student Voice via Sinapto in order to leave feedback and also any issues can be addressed via the ‘raise an issue’ application, which is also found in Sinapto. Both students and staff can view grades and assessment feedback. Sinapto is updated annually across the campuses and is an important tool for the staff of Istituto Marangoni to use for programme development and to develop further employability strategies for students. Sinapto can be accessed remotely both by students and staff, on and off campus, and should there be any issues concerning access there is a dedicated IT specialist on campus to help resolve any issues. The IT support technician is available on campus daily for general maintenance, support and advice on software and use of Sinapto.

1. Computer Software (London Campus), 63 computers available to students • 63 x Microsoft Office mac 2011 • 63 x Adobe Design Premium CS6 • 21 x Parallels Desktop for Mac 8 Enterprise Edition • 21 x Windows 8 Professional • 21 x AutoCAD 2010 • 21 x Autodesk Entertainment Creation Suite Ultimate 2013

2. Computer Software (Paris Campus), 44 computers available to students • 44 x Macs OS • 44 x Microsoft Office: mac 2011 • 44 x Adobe Design Premium CS4 • 20 x AutoCAD 2009 (room 502) • 10 x 3DS Max • 44 Studio Mac (room 302) • 44 x Symantec End Point 11.0

3. Library Online Resources (London and Paris Campuses) • A-‐N The Artists Network • Arts:Search, formerly DesignInform • BMJ Journals (Highwire) • Brepols Online (formerly Metapress) • Brill Online -‐ direct • British and Irish Women's Letters and Diaries (Alexander Street Press) • British History Online (T&F) • British Standards Online (BSI) • Capital & class (Conference of Socialist Economists) • Dawsonera: Dawson Ebook Collection • Drama Online Library (Bloomsbury) • Drama Research • Edinburgh UP • English Historical Documents Online (T&F) • ESA Journals -‐ Ecology • Exact Editions -‐ Neural magazine • Guilford Press • Harvard Education Publishing Group • Historical Texts (JISC/MIMAS)

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• Inderscience Online (formerly Metapress) • Internet Archaeology Archive/University of York �� • JISC Journal Archives (MIMAS) • JSTOR (MIMAS) • Liverpool University Press (formerly Metapress) • Maney Journals/Maney Online • Mark Allen Group -‐ MAG Online Library (prev Internurse) • MetaPress • Naxos Music Library • OvidSP • Palgrave Macmillan Electronic Journals • Pion • ProQuest • ProQuest Chadwyck (combined) • Rienner Press Journals • SpringerLink • Symposium Journals • Taylor and Francis Online (T&F) • Walter De Gruyter • Westlaw (Thomson Reuters) • MyiLibrary Collection • WGSN • Vogue Archive (IM) • Berg Fashion Library (IM) • Mintel (IM) • MarketLine (IM) • Fashion Monitor (IM) • Drapers OnLine (IM) • Myilibrary e-‐book platform (IM) • Emerald Insight (IM)

Please note: Students registered for an MMU award, but enrolled at Istituto Marangoni, are classed as external students and have access to additional electronic resources which can be accessed via MMU’s Library Search. Due to licensing restrictions MMU cannot make all of their subscribed services available to external students. Licences can change so access to individual MMU databases cannot be guaranteed. More information can be found in MMU’s guide for external students http://libguides.mmu.ac.uk/usrexternal 35 Work-‐related Learning and/or Placement …’recruiters have confirmed that a third of this year’s entry-‐level positions are expected to be filled by graduates who have already worked for their organisations – either through industrial placements, vacation work or sponsorships.’ The Graduate Market in 2012 The mandatory 12-‐week placement forms an important part of each master’s course and it reflects the essence of the heritage of Istituto Marangoni’s ambitions for preparing graduates for the fashion and creative industries. Through consultation with industry specialists, student and alumni feedback, Istituto Marangoni has developed placement learning as an integral part of the postgraduate curriculum. The organised placement enables personal and professional

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development for the student and provides a framework to expand on skills relevant to the industry. It enables international students to prepare for their professional practice by gaining an insight into and understanding of the culture and language of their specialism as well as gaining technical skills and experience. Furthermore it enables students to build their own professional networks, knowledge, intercultural skills and their CV. It also provides a platform to develop key business and transferable skills, which enhances employability for the students. The skills which can be realised through high quality placements include:

transferable, work-‐related and employability skills • knowledge of the language and culture of working environments • communications skills, e.g. business/commercial/industrial report-‐writing skills, oral and

poster presentation skills • time management and the ability to prioritise effectively • self-‐motivation, independence/autonomy • adaptability • team working, interpersonal and networking skills • general IT skills • career planning, including occupational awareness and judgement, awareness of work-‐

related personal values, interests and skills, application and selection process skills

skills and competences specific to a discipline or profession • practical skills appropriate to a discipline or profession • the ability to apply theoretical knowledge in practical situations • professional communication skills (oral and written) • professional/discipline-‐related computer skills

higher skills • critical thinking and analysis • problem solving • computational skills • project management skills • original thinking, innovation • enhanced self-‐knowledge

changed personal attitudes and behaviours • self confidence, confidence in professional ability • enhanced levels of reflection, diplomacy

"My internship had provided me with the exact experience I needed before I enter the fashion industry. Under close supervision and guidance, I was equipped with the skills, knowledge and confidence that were required of me to grow personally and professionally. It been great and was a fruitful experience; not to mention, a memorable one.” Candy Liow MA Fashion and Luxury Brand Management February 2013 “This work experience track coupled with my Marangoni degree unquestionably served as the first milestone towards my long-‐term career objective of becoming a merchandising director at a leading luxury label. The work placement helped me build a richer understanding of the European luxury market and so assisted in my career transition into the global industry.” Joanna Haddad student, MA Fashion and Luxury Brand Management February 2013

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Through academic and career services support, Istituto Marangoni provides students with appropriate guidance before, during and after their placement learning experience. At the beginning of the academic year all students receive a Placement Handbook where they find related information, a list of seminars to attend and support and guidance material.

The 12-‐week industry placement forms 20% of the mark of the of the 60 credit dissertation unit and is assessed by the submission of the self-‐reflective journal (2,000-‐words). The summative assessment of the journal is based on the critical analysis of the industry placement experience and the written document is a reflection of the student’s ability to consider their personal and professional development and encouraging a work ready attitude (only students with exceptional factors will be offered an alternative and equivalent negotiated 2,000-‐word case study). (http://www.mmu.ac.uk/sas/studentservices/guidance/)

The dissertation is a 15,000-‐word submission, or a student negotiated practice-‐based project with a minimum submission of 10,000 words along with an artefact or professional collection. Each of these dissertation proposals form 80% of the overall unit grade. Placement experience is acknowledged as being of great benefit to the student and especially to the international student in the graduate job market. Istituto Marangoni has incorporated the placement into the curriculum design and it is monitored and quality assured by the academic placement tutor and the career services manager. Comprehensive guidelines both for the company and students are found in the Placement Handbook. In order to achieve high quality placements, where student learning is facilitated effectively, information and compliance to placement policy (Ref: Placement Handbook) is required in a number of categories and at different stages of the placement process:

• Pre-‐placement consultations by the Career Services Manager with prospective industry partners take place prior to the placement to establish a working relationship with HR departments, recruiters and fashion brands;

• A review of all relevant placement companies are undertaken by the Career Services Manager and ensure adherence to Health and Safety Regulations;

• A full job description from the host company is required before the student is sent for the interview.

Students in the year of study attend a number of workshops with the aim of increasing their employability skills prior to their placements. There are career talks and workshops on subjects including: CV clinic and application forms Networking Presentation skills Teamwork essentials Dispute resolutions Leadership essentials Researching industries for applications and interviews Using social media to secure placements and managing your presence on line.

• Additional industry seminars allow students to receive some insights into the creative and business work environment from current professionals.

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• All students participate in PDP and one-‐to-‐one sessions with the Career Services Manager and the Academic Placement Tutor in order to further enhance their personal attributes and work on areas that may need improvement. This also provides an opportunity for additional support requirements for the student to be highlighted.

• Matching a student’s skills, knowledge and eligibility to fit the requirements of the placement by providing the student with an internal pre-‐interview, interview guidance and expert advice via Career Services.

• De-‐briefing the student following an interview and recording this information on the student records via Sinapto enables the student to discuss areas of key skill development with the industry placement Tutor.

• The company completes all placement documentation and sends it to the Career Services Manager prior to the start of the placement, including a written agreement from the company agreeing to comply with the requirements of the placement and to support the student to meet the learning outcomes for the placement before it commences.

• The feedback data is used in the programme management Continuous Improvement Programme to build on good practice for further developments in the programme.

‘More than half of recruiters warn that graduates who have had no previous work experience at all are unlikely to be successful during the selection process and have little or no chance of receiving a job offer for their organisations’ graduate programmes.’ The Graduate Market in 2012 Evaluation during placements Evaluation is carried out during placements for each student. Students are visited on placement by their placement tutor or Skype meetings are arranged.

This visit or Skype appointment provides a valuable opportunity for a member of the academic or placement staff to hold discussions with the student one-‐to-‐one, with the aim of evaluating their placement experiences, learning and personal development.

Discussions are also held separately with the placement supervisor or line manager of the host company. If the visit or Skype meeting occurs towards the beginning of the placement, any minor problems that are identified can usually be resolved in good time.

As there is assessment associated with the placement, there are strategies in place to oversee assessment of the reflective journal that address the clearly defined learning outcomes through student reflection on their placement experience. The reflective journal (2,000 words) comprises of 20% of the student grade from the Dissertation unit, which may contain images, drawings and other types of reference materials, with reference to the attainments achieved and to the activities carried out during the placement that provides a systematic insight into the student’s development as a reflective, critical and constructive learner. The reflective journals are assessed appropriately in line with clearly defined assessment criteria found in the Placement and Dissertation Handbook following Istituto Marangoni’s assessment procedures, which includes the external examiner’s feedback as with other units in the programme. The integrated placement programme is fully supported by the Academic Placement Tutor as well as by the Career Services Manager, accommodating and supporting the diversity and inclusivity of students and their learning within the work place.

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Minor Disputes Placement procedures ensure that a visit or Skype meeting by the allocated placement tutor can quickly resolve problems or concerns for all parties involved and work towards strategies to remedy the situation. However in cases where this is not possible, students will be offered alternative placements to fulfil the requirements of the course. Securing Master’s Industry Partners There are clearly defined policies and procedures for securing and approving partners found in the Placement Handbook for the masters’ industry placement. Istituto Marangoni looks to the partners to provide appropriate learning opportunities to assist students to achieve the intended learning outcomes of the programme. Each company is made aware of the expectations from Istituto Marangoni of the postgraduate level and quality of placement expected. The learning outcomes are set against the master’s descriptors at level 7 (The framework for higher education qualifications in England, Wales and Northern Ireland, 2008), and must also comply with the Health and Safety regulations. The Careers Manager visits the company prior to agreeing on the placement for the student and the following criteria is used when evaluating potential placement opportunities:

• the nature of the company or business • the appropriateness of placement work envisaged • the type of supervision available (line management structure/ mentoring policy) • the support for learning, induction, teaching/ training provision • is the environment supportive of students • will the placement fulfil the requirements of course criteria

Once the placement is secured, the Career Services Manager will liaise with the company by sending a Placement Request Form, to be completed by the placement provider. This document acts as an agreement to ensure that the company provides the level of experience and secures the placement conditions:

• duration • working hours • workplace • company mentor for the student • job description and tasks (ensuring tasks enable professional and skills development to fulfil

the assessment requirements of the placement) • company details • remuneration if applicable

Quality Assurance and Monitoring of the Industry Placement Visits and communication by the Career Manager and the allocated placement tutor guarantee monitoring and maintaining of a suitable professional experience for students and one that meets the learning objectives of the placement component. At the end of the placement experience, hosting companies are asked to provide feedback on the student performance during placement, and it is submitted to the Career Services Manager. The assessment form includes an overall evaluation on the student performance, and focuses on the students’ adaptation to the working environment and their work ethic. The students at the end of the placement provide feedback on their placement providers. Students are asked whether or not they would recommend their placement to others and to give their reasons and to rate their placement experience.

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In March 2012 Istituto Marangoni signed up to NASES, a student’s placement organisation, and more recently to ASET. The Career Services Manager has attended a number of placement-‐related workshops such as ‘Employability for International Students’, ‘Sharing Well Practice’ and ‘Placement Matters’, which are prepared by placement organisations or QAA. The placement adheres to The QAA Quality code, Chapter B10: Managing Higher education provision with others (2012), and with MMU Institutional Code of Practice for Placement and Work-‐based Learning: http://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf ‘Yes we think it is important to have the possibility to introduce students, which are attending a Master, to this job. In this way they can start to familiarize with what they learnt in University and put it into practice. And moreover they can understand if they like it or not. From a personality point of view we ask students to be proactive, open minded and willing to share opinions and discuss them in team. From our side it is also important to have a new and fresh point of view to be taken into consideration. Many software/program we always use is not part of any lessons you can provide them, and probably they change from company to company. That’s why the internship results to have an importance, as it gives students the possibility to get in touch with them.’ Carlotta Bertoli, Merchandiser Ladies Accessories, Bally UK Sales Ltd. 36 Engagement with Employers Istituto Marangoni has a long tradition of successfully preparing student for the needs of the fashion system through a collaborative engagement with the industry. Current and future views on industry activity, which may include the understanding of new business models and current forms of communication such as the digital revolution, have informed programme design at Istituto Marangoni. Employer engagement is an integral part of its long-‐term vision and an important element of programme development and of value for the student experience. In order to reinforce this, industry plays a key role in the activities within the campuses. The programme of guest lectures, company visits, industry seminars and study visits to international trade shows, further embed industry practices and enable students to form valuable links with potential employers. The programme team engages with employers on a regular basis, through a variety of means including industry briefings, seminars and conferences. As many of the tutors on the programme are professional practitioners, they bring with them a wealth of current information on the fashion industry along with their own network of practitioners, all with a perspective on this continual rapidly changing industry of Fashion and Fashion Business.

The master’s placement programme has enabled further involvement with employers and this has enriched the curricula of the courses as many companies have now provided seminars and have provided industry based projects for the students. Early consultation with industry has been used as a method of ensuring that the master’s programme proposals reflect the depth of knowledge that industry requires in developing fashion specialists and managers in these subject areas. A clear indication of their input is reflected in their request to provide students that have good knowledge of computer skills, which Istituto Marangoni has now firmly embedded into all of their master’s courses by providing Photoshop, Illustrator and excel tutorials throughout the courses.

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‘We advised the academic teams that it is vital for companies to have students on work placement with critical knowledge and understanding and with the skills to navigate the applications of new technology in the collation, processing and communication of data, appropriate for the fashion industry.’ Founder, Stefan Siegel, Not just a label The curricula of the programmes have been designed to support students to achieve the intended outcomes within a strong industrial and academic context to support employability, reflecting an overarching depth in subject knowledge. Whilst designing the programmes, relevant industry specialists are consulted, together with academic staff, either through panels or through on-‐line questionnaires (Ref: Industry Breakfast Reports, London and Paris – Questionnaires). The following questions were presented to senior fashion buying managers and promotion, media and communication managers:

1. To what extent do you agree that this programme adequately prepares the student for their careers in this specialism?

2. Do the units enable students to progressively develop knowledge and skills appropriate for the proposed discipline?

3. Do you feel that the programme gives enough opportunities for students to develop independent learning skills to a high level?

The results of these questionnaires were used to inform programme development and following further consultations with employers they were incorporated into assessment criteria and into learning outcomes, ensuring that the programmes reflected the requirements of the industry to enhance appropriate professional development and employability for students as well as enabling them to reach academic benchmarks. ‘At Christian Dior Couture we are always seeking applicants to participate in our internships and are seeking applicants that are studying brand business modules, have an understanding of sustainable development strategy, marketing strategy, the psychology of consumers, fashion marketing, marketing communication, fashion PR and so forth. I have had the pleasure to meet with students from Istituto Marangoni and I have found them to be very reliable, creative and highly skilled’. Natalie Alexiou, HR Department, Christian Dior Couture Examples where industry needs has had direct relevance to the programmes are where it was noted that technology and innovation are addressed well in both MA’s. The academic teams were advised that it was vital for companies to have students on work placement with critical knowledge and understanding and with the skills to navigate the applications of new technology in the collation, processing and communication of data, appropriate for the fashion industry. ‘Very excited to see that technology and innovation are addressed in both MA’s as vital for Net-‐a-‐ Porter to have interns with critical knowledge and know its applications within the structure of the fashion industry.’ Gesa Matyschok, HR, Net-‐a-‐Porter ‘Interesting offer that helps put Marangoni on the buying radar. I think that the modules of study are focused and acknowledge the way we work in industry. “Contemporary” is a clever word that sums up the buying industry and the study provided. I would look to interview graduates with this

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degree.’Lucy Litwack, Managing Director, Coco de Mer

This has ensured that relevant key skills such as industry report writing, group work and presentation skills are seen as part of the summative assessment and are addressed throughout the programmes and embedded from the outset advancing business and work skills. In reviewing the content of the MA Fashion Promotion Communication and Media, industry agreed there was a good balance of both traditional and new methodology addressed throughout the units. This was a common view amongst the industry specialists underlining the need for traditional methods to be firmly embedded in all fashion promotion, communication and media units, as only with these firmly in place can there be an understanding of where to then innovate.

Both the London and Paris campuses engage employers to enhance teaching and learning and are actively involved in engaging key recruiters and HR managers and other key speakers for seminars in order to keep students fully informed regarding the requirements for industry in their discipline. Recruiters and HR personnel are regularly invited onto the campuses and hold seminars and workshops to support students in their professional growth also to provide insight into the industry requirements. Most recently Net-‐a-‐porter, Nike, Puma, Not Just a Label have all been involved in these activities.

Industry briefs presented by industry specialists add value to the programme. The benefits for students are:

• understanding of how skills and knowledge are used in the work place • information from within the industry about opportunities within a sector • insider’s view of competitive business environment • current knowledge of developments in a sector • theory augmented by relevant experience • industry standards to assess student work • external expertise in skills training

These opportunities provide successful scenarios for the campuses as they provide: • real problems for students to work on • placements from employers • employer-‐demanded presentations • employer feedback via their participation in the programme committee meeting

Alumni are also consulted and invited to offer their expertise and feedback following initial employment in their given specialisms in events such as CV clinics, specialist industry briefings, interview techniques, portfolio surgeries and recruitment forums.

The Career Services Manager has an updated database of student alumni and industry and the programme benefits from its strong industry links as well as its Italian heritage, attracting major brands to collaborate and be involved in the development of the Istituto Marangoni programme and the enhancement of its curricula. (Ref: IMAC. Istituto Marangoni Advisory Committee – minutes March 2014).

The net result of such processes means that the programme curricula reflect the employment sector and the changes within it, which affects the employability of students and their ability to secure placements. Consistent reflective processes through meetings, which include the student, employer and Istituto Marangoni staff, means that the relationship between all parties is strengthened and improved through consistent monitoring and improving of all placement and recruitment procedures. Strong links with companies and their HR departments, e.g. Net-‐a-‐porter and Dior, have proven invaluable in strengthening these processes and have impacted on the content of the placements offered to students and these links have also been reflected in the programmes for Istituto Marangoni.

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Postgraduate students are encouraged to work closely with fashion industry experts in their industry-‐aligned project work and throughout the course of their study, building networks to support their professional development.

37 Personal Development Planning The Personal Development Plan has been structured to address the QAA’s Personal development planning guidance for institutional policy and practice in higher education (2009). The most widely accepted definition of PDP is that of the Quality Assurance Agency, which defines PDP as: …‘structured and supported processes to develop the capacity of individuals to reflect on their own learning and achievement, and to plan for their own personal, educational and career development.’ (QAA 2001). PDP is a tutor-‐supported, structured process of reflection encouraging students to reflect on their personal development, identifying key areas for personal and professional development. It encourages students to assess their current skill levels and those developed through different situations and settings, including part-‐time work, voluntary work, other social activities and external studies beyond the programme. The value of the Personal Development Plan is explained in the Induction Days to all registered students on the programmes, and there are two meetings with a tutor to assist students’ knowledge, understanding and transferable skills to support lifelong learning. This programme conforms to MMU’s Faculty of Art and Design’s PDP Framework, whereby PDP is viewed as a process that is embedded within the curriculum. It is an on-‐going process for students reflecting on their development as learners as well as building on their aspirations for future learning and professional practice. PDP/Individual Development Tutorial. All students on all courses are required to participate in PDP it is organised so that it supports them as an individual and builds on their specialism. There are two PDP tutorials for each student within the course given by the tutor. Students prepare themselves for this tutorial through a reflective survey of their learning journal. This is supported and guided by a set of questions from their tutor. Initially students will be asked to reflect on their existing skills and determine where their strengths lie. They will be assisted in determining their development needs and the setting of personal strategic goals for personal and professional growth. Success in achieving these goals will be determined in a variety of ways: through their studies; extra-‐curricular activities etc. and, with the support of the tutor, the student will be able to monitor, recognise and record these successes, setting further goals as required. At the end of the course all students are given the opportunity to meet with the campus career service manager and discuss their future employment goals.

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SECTION E – PROGRAMME MANAGEMENT 38 Programme Specific Admission Requirements ADMISSION REGULATIONS The programme admissions regulations and entry requirements comply with Manchester Metropolitan University’s Recruitment and Admission Policy, Regulations and Institutional Code of Practice and the Scheme for the Admission of Students with Advanced Standing following Accreditation of Prior Learning. All applicants are considered in compliance with Manchester Metropolitan University’s Equal Opportunities Policy and such anti-‐discrimination legislation may be enforced.

When considering the suitability of an applicant for a place on the programme the Admissions team will usually take the following factors into account: Standard Entry Requirements

• The standard entry requirement for the Master’s courses is a good first degree, normally 2.1 or above.

• The applicant’s qualifications • The information given in supporting academic references • The applicant’s CV • Personal statement • A portfolio of work (if appropriate to the subject); Istituto Marangoni reserves the right to ask prospective candidates to undertake an entry project to better assess subject related skills and capabilities

• For the Contemporary Fashion Buying MA course, the Fashion Promotion, Communication and Media MA course and the Fashion and Luxury Brand Management MA course, MA Fashion Design Womenswear a good degree in a relevant subject from a UK university or overseas equivalent is expected. Applicants must have sufficient command of English to meet the requirements of the programme in every respect and are normally expected to have attained either a grade C or above in GCSE English Language or the equivalent. For international students for whom English is not their first language, IELTS at grade 6.5 is acceptable. Applicants are also expected to obtain at least grade C or above in Mathematics GCSE or equivalent. Acceptable English Certificates:

Pearson Test of English (PTE Academic) PTE 61

IELTS 6.5, with no element below 5.5*

Cambridge Advanced C Cambridge Proficiency C1

* IELTS from the approved centre is the only acceptable English certificate for students requiring visa to study in the UK Admission with exemption Applications for admission with exemption are considered on an individual basis by the Admission Panel following departmental guidelines and in compliance with the Manchester Metropolitan University Regulations. Applicants wishing to be considered for admission with exemption need to provide evidence that they possess the intellectual qualities necessary to complete successfully the

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programme. Students who are subsequently admitted with exemption will be given exemption from specific agreed units. No exemption is permitted in respect of the Professional Practice Master’s Project. http://www.mmu.ac.uk/academic/casqe/regulations/docs/admissions_policy.pdf Admission with specific credit Applications for admission with specific credit are considered on an individual basis by the Admissions Panel following departmental guidelines and in compliance with the Manchester Metropolitan University Regulations. Students admitted with specific credit are considered to have passed specific elements and will be credited with these. APL -‐ Policy for the Accreditation of Prior Learning. There is a formal mechanism for the operation of Accreditation of Prior Learning at Istituto Marangoni

Applications for advanced standing must be made prior to the student commencing the programme concerned by following the procedure available at:. http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_procedure.pdf

Istituto Marangoni respects that a maximum of 50% of the course can be APL, as stated in the MMU regulations: http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-‐line prospectus http://www.mmu.ac.uk/study/

39 Programme Specific Management Arrangements Istituto Marangoni specific management arrangements are found in the Programme Management Report. There are no additional responsibilities over and above those outlined in the aforementioned document apart from the Link Tutors ones, outlined in Section 40. Each Campus has a dedicated Academic Director and Campus Director. The postgraduate programme has a programme leader who manages, monitors and oversees the quality assurance of the courses. The Link Tutor’s role is crucial to the successful operation of the collaborative provision with Manchester Metropolitan University. A Link Tutor is appointed both at the partner institution Istituto Marangoni and at Manchester Metropolitan University for the collaborative programmes undertaken. Together they offer help, support, guidance and advice, and also monitor adherence to Manchester Metropolitan University quality arrangement procedures. The partner Link Tutor and other relevant staff have been invited to attend Manchester Metropolitan University programme committees or departmental meetings. The Istituto Marangoni Quality Assurance Officer and Link Tutor have attended Unit Progression & Award Boards at the Manchester Metropolitan University Hollings Faculty, in Manchester. Istituto Marangoni recruits academically qualified Professional Practitioners who undertake teaching roles. This reflects Istituto Marangoni’s commitment to its heritage and teaching policy. Subject-‐specific Technical Support Tutors have been employed since 2013 to support the pattern-‐

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cutting and garment production on both London and Paris campuses; all students are supported by subject-‐specific technicians when required. Teaching staff liaise with the Programme leaders for the following: • subject and curriculum developments • seminar and lecture proposals • placement tutorials personal development planning • updating of information concerning space resources that might be required • book lists for the developments of the campus learning resources • meeting with Programme Leaders in both one-‐to-‐one and plenary meetings twice a year • play the key role in grading and giving valuable feedback during assessments • maintaining the quality of academic standards by supporting the rules and regulations concerning assessment procedures and conduct of the student body

• actively participate in the peer review system and CPD Joint Responsibilities Placement: career services managers on each campus liaise with industry and support the subject specific Academic Tutor in the support and academic monitoring during the placement. Validated Provision Meetings are held as part of The Continuous Improvement Plan (CIP) during the bi-‐annual Programme Committee Meetings. It is at this meeting that modifications to the courses are discussed and then approved if appropriated to the enhancement of learning by MMU Head of Department. As recommended for all Collaborative Partnerships, Link tutors are present during all programme committee and assessment boards. The link tutors are seen as vital components to the successful management of the courses and the dialogue between the partnerships is supported by:

• Reflective meetings arranged in Hollings, Istituto Marangoni, London and Paris. Link Tutor reports for MMU are updated monthly and fed back to the collaborative partnership officer.

• Meetings between department areas such as Student Services, Quality Assurance and

Careers Support are supported and facilitated by Hollings. The IM Link Tutor is regularly invited to Collaborative Link Tutor Seminars.

Intercampus moderation is a programme specific arrangement and is conducted in relation to summative assessment at master’s level, to monitor and ensure parity of marking across campuses for the same programmes. It is managed by the Academic Director, Programme leader and involves the External Examiner and link tutors. (See section 32) NB: the University’s Management of Programme Delivery is available from: http://www.mmu.ac.uk/academic/casqe/regulations/policies.php

40 Staff Responsibilities

The Istituto Marangoni Link Tutor plays an integral role to the success of the programme and their responsibilities include: • Liaison with the MMU Link Tutor, overseeing compliance with the Collaborative Agreement, its

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schedules and the Programme Specification; • Liaison with the MMU Link Tutor, overseeing the administration of assessment and moderation arrangements on behalf of MMU; • Ensuring that programme management data (relating to the elements of the programme delivered under collaborative arrangements) such as admissions, retention, attendance, withdrawal, progression and completion, student satisfaction surveys etc, is submitted in a timely manner to MMU Quality Administrator; • Ensuring, in coordination with the partner’s Marketing Team and the MMU Collaborative Partnerships Office, that all material published by the partner in any format (relating to the elements of the programme delivered under collaborative arrangements) such as student handbooks and recruitment information has been approved by MMU and is accurate; • Ensuring that the MMU Link Tutor has the latest publicity materials that the partner uses to promote the collaborative provision; • Ensuring that the MMU Link Tutor receives the CVs of any staff teaching or supporting the collaborative programme that have been recruited to this role since the previous programme approval or review.

Furthermore the MMU Link Tutor ensures: • Maintenance of regular contact with the MMU Programme Leader (where appropriate)

and the Partner Link Tutor or the Partner Programme Leader (where appropriate); • Guidance on wider HE issues, for example QAA audits and HEFCE matters, etc.; • Advice on general programme and module development along with associated policies

and procedures; • Supporting the Partner Link Tutor and other partner staff in their understanding of and

contribution to the CIP document prior to partner acceptance; • Ensuring that partner staff and students are fully aware of MMU progression routes,

providing advice for students who, upon successful completion of their collaborative programme, wish to progress to further study at MMU and inviting them where appropriate to MMU ‘visit days’;

• Discussions with the Partner Link Tutor on possible training events for partner staff involved with collaborative programme delivery such as a ‘mock exam board’ for new partners or invitations to relevant MMU lectures and workshops.

(Ref: Human Resources Report for MA Programme) IM follows MMU programme management standard responsibilities document found on: http://www.mmu.ac.uk/academic/casqe/event/docs/delivery.pdf NB: the University’s Management of programme Delivery is available from: http://www.mmu.ac.uk/academic/casqe/regulations/policies.php

41 Programme Specific Academic Student Support http://www.mmu.ac.uk/academic/casqe/regulations/docs/handbooks.pdf

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. The University Student Handbook is available from: http://www.mmu.ac.uk/studenthandbook/ Istituto Marangoni’s policies ensure that various mechanisms are in place to enhance the student experience in an academic, practical and pastoral capacity:

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I. programme leaders are set in place as a first point of contact to acquaint students with the regulations and issues arising on the programme;

II. postgraduate Student Support Officers for referral of students where appropriate; III. Programme and Student Handbooks are available to give relevant information; IV. induction programmes on using the Library, IT, campus facilities and Media Services, on the

course contents and objectives; V. Student Group Representatives elected to the Programme Committee as the student voice; VI. Programme Leaders guide students to ensure they receive the most appropriate learner and

academic support provisions; VII. the Library provides information literacy training via face-‐to-‐face sessions. The librarian

provides additional one-‐to-‐one support, helping students locate information for their research areas. This support is also available to students by email.

Student Services Officers A dedicated Student Services Officer is available for all students on the postgraduate programme. They act as the first point of contact for students in both academic and personal counselling. For academic counselling, Student Support Officers liaise with tutors, unit leaders and the programme leader to offer practical advice to resolve specific academic difficulties. A written record of these tutorials is kept in the student file for reference and to assist in the monitoring of student progress. For matters of pastoral care Student Support Officers help students to:

• Find their way around the campus and city • Manage their time • Deal with stress • Get the best from their course • Understand and apply the school’s rules • Any other subject that may hinder a student’s learning that the student wishes to disclose

One-‐to-‐one appointments may be made by phone, through the receptionists on campus or by email. Students can expect to be seen within 48 hours of first making contact.

42 Programme Specific Student Evaluation The Programme complies with current institutional evaluation policies. NB University information on Student Evaluation is available from: http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf The Programme complies with current institutional evaluation policies. The active participation of students in Istituto Marangoni’s quality assurance and enhancement processes is an essential and valuable component in maintaining and improving the quality of learning opportunities; all student opinions are evaluated by Directors, Programme Leaders, Unit Leaders and tutors. Continuous Monitoring and Improvement processes The responses are used as key indicators in the processes for the assurance and enhancement of academic quality and are a required element of evidence-‐based data for the Continuous Monitoring and Improvement processes, which are periodically reviewed. They are also essential as a component of the evidence base for programme approval, review and modification. Istituto Marangoni gathers student opinion in a variety of ways both formally and informally. A range of methods are available, which may include the following:

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• on-‐line questionnaires; Student Voice; • informal contact with the Programme leader and subject tutor, for example during lectures

and through appointments with academic staff; • brief ‘snapshot’ surveys, for example distributing ‘post-‐it’ notes in classes and inviting views

on a particular topic, with the results being reviewed and discussed, with the aim of responding to these views as soon as possible and before the formal end of unit evaluation;

• end of unit evaluation; • end of academic year online questionnaires when students are invited to reflect on their

overall campus experience. Issues are taken to Programme Reflective Meetings and added to the Annual Academic Monitoring Report;

• Programme Committee; • Staff-‐Student Liaison Committees.

All online feedback given by students is anonymous. In order to ‘close the feedback’ loop and to communicate any improvements resulting from student participation, at least twice every academic year programme teams relate back to students the actions taken in response to student views in the CIP (Continuous Improvement Plan). Students are asked to respond to a series of questions, for example, if they are clear about what they are meant to be learning in the unit, if the teaching helps them learn effectively and if they have developed new or existing skills. The data is analysed and the Programme Leader is required to comment on:

• key strengths and issues arising from student performance; • key strengths and issues arising from student feedback; • actions and improvements for the next academic year.

Programme leaders are also required to respond to these issues and those identified within the External Examiner’s reports that require further action, which are then considered when working through changes to the programme through the Continuous improvement plan. Student feedback on course delivery is essential to programme development, and student comments are used to enhance both the successful management of the programme and teaching/learning strategies. All students are asked to provide feedback at the end of each unit of study as well as at the end of the entire programme (Ref: Student Feedback Forms – Examples).

Student observations are registered through the tutorial system and through the student voice on Programme Committees. Questionnaires are also used to elicit student views and opinions. The data gathered from all of these mechanisms is used for Continuous Monitoring & Improvement and forms part of the development of the Programme Continuous Improvement Plan (Ref: CIP –Examples). As detailed previously, Student Representatives are elected each year to act as the student ‘voice’ at Programme Committee meetings. It is the task of the Programme Leader to ensure that student representatives are fully aware of their role and responsibilities, and the Programme Leader is expected to support them in the fulfilment of their duties. The role of student representatives is:

• to bring key issues concerning the management of the programme (including learning,

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teaching, assessment and learning support) to the attention of the programme team; • to represent their fellow students; • to participate in the Continuous Monitoring and Improvement Planning as members of the

Programme Committee; • to provide advice to the programme team on issues relating to the quality of the student

learning experience; • to provide advice to the programme team on the operation of processes for the polling of

student opinion on the learning experience, its analysis, response and publication; • to be consulted about proposals for programme development; • to be members of the Student/Staff Liaison Committee.

NB University information on Student Evaluation is available from: http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

_______________________________________________________________________________________________________________________ CASQE Page 46 of 55 Programme Specification

SECTION F – MAPPING MAP I RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills

MA Fashion Design Womenswear

Level 7

Knowledge and Understanding Mapping (K) De

sign Exploration

Fashion Intentions

Fashion De

sign,

Developm

ent a

nd

Iden

tity

Research M

etho

ds

Dissertatio

n

Skills

Mapping (S)

Master's degrees are awarded to students who have demonstrated:

A systematic understanding of the material covered and a critical awareness of current problems and/or new insights, many of which are at, or informed by, the forefront of their academic discipline, field of study or area of professional practice.

KS KS KS K KS Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-‐specialist audiences.

A comprehensive understanding of techniques applicable to their own research or advanced scholarship.

KS KS K KS K Demonstrate self-‐direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks at a professional or equivalent level.

Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

KS KS KS K K Continue to advance their knowledge and understanding and to develop new skills to a high level.

Conceptual understanding that enables to evaluate critically current research and advanced scholarship in the discipline.

S K KS Exercise initiative and personal responsibility.

Conceptual understanding that enables to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

K K KS K K Develop decision-‐making in complex and unpredictable situations.

S S S S S Demonstrate the independent learning ability required for continuing professional development.


MA Fashion and Luxury Brand Management

Level 7

Knowledge and Understanding Mapping (K)

Fashion Marketin

g Man

agem

ent

Contem

porary Issues In

Fashion

Research M

etho

ds

Luxury M

anagem

ent

Strategic Bran

d Man

agem

ent

Prod

uct C

reativity

and

Inno

vatio

n

Dissertatio

n

Skills

Mapping (S)



KS KS K K KS K K Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-‐specialist audiences.


KS K S K Demonstrate self-‐direction and originality in tackling and solving problems and act autonomously in planning and implementing tasks at a professional or equivalent level.


KS K K K Continue to advance their knowledge and understanding and to develop new skills to a high level.

Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline.

K K K K K KS Exercise the initiative and personal responsibility necessary for employment.

Conceptual understanding that enables the student to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

KS KS KS K Demonstrate decision-‐making in complex and unpredictable situations.

S S S S S S Demonstrate the independent learning ability required for continuing professional development.



Level 7


Fashion Marketin

g Man

agem

ent

Contem

porary Issues In

Fashion

Research M

etho

ds

Fashion Bu

ying And

Sup

ply

Chain Man

agem

ent

Fashion Bu

ying And

Produ

ct

Developm

ent M

anagem

ent

Strategic Fashion Buying

Dissertatio

n

Skills

Mapping (S)



KS

K

K

KS

KS

KS

K

Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-‐specialist audiences.


KS K K KS Demonstrate self-‐direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.


K KS KS KS Continue to advance their knowledge and understanding, and to develop new skills to a high level.


K S K KS KS K K Exercise initiative and personal responsibility.

Conceptual understanding that enables the student to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

S K KS KS KS K Demonstrate decision-‐making in complex and unpredictable situations.

S S S S S S S Demonstrate the independent learning ability required for continuing professional development.


MA Fashion Promotion, Communication and Media

Level 7


Contem

porary Fashion

Co

mmun

ication An

d Criticism

Contem

porary Issues in

Fashion

Strategic Bran

ding And

Inno

vatio

n

Research M

etho

ds

Social M

edia And

Digita

l PR

Man

agem

ent

Creativ

e Direction

Dissertatio

n

Skills

Mapping (S)



KS

KS

KS

K

KS

K

K

Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-‐specialist audiences.


K K S K S KS Demonstrate self-‐direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.


KS K KS KS Continue to advance their knowledge and understanding, and to develop new skills to a high level.


K KS K K KS K Exercise the initiative and personal responsibility necessary for employment.

Conceptual understanding that enables the student to evaluate methodologies and develop critiques of them and, where appropriate to propose new hypotheses.

K K KS K K KS K Demonstrate decision-‐making in complex and unpredictable situations.

S S S S S S S Demonstrate the independent learning ability required for continuing professional development.


ASSESSMENT /OUTCOMES MAP

MAP II Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate

P insert as appropriate MA Fashion Design Womenswear

Level 7 Design Exploration Fashion Intentions Fashion Design, Development and Identity 2,500-‐word report

50% Research book and presentation of 1 collection 50%

Research book and group conceptual portfolio 60%

Group 2,500-‐word critical report and presentation 40%

Research, presentation and illustrated collection (individual assignment) 60%

2,500-‐word critical essay coursework 40%

GO 1 ü ü ü ü ü ü GO 2 ü ü ü GO 3 ü ü ü GO 4 ü GO 5 GO 6 ü ü ü ü ü ü GO 7 PLO 1 ü ü PLO 2 ü ü ü PLO 3 ü ü ü PLO 4 ü PLO 5

Level 7 Research Methods Dissertation 4000-‐word research proposal

100% 2,000-‐word Reflective journal* 20% * or in exceptional circumstances a guided case study report

15,000-‐word written dissertation/ 10,000-‐word minimum practice based dissertation and artefact 80%

GO 1 ü ü ü GO 2 ü ü GO 3 ü ü GO 4 GO 5 ü GO 6 ü ü ü GO 7 ü PLO 1 PLO 2 ü ü ü PLO 3 PLO 4 ü PLO 5 ü ü ü


MA Fashion and Luxury Brand Management

Level 7 Contemporary Issues in Fashion Product Creativity and Innovation Luxury Management Strategic Brand Management Group :

presentation and critical reflective summary 40%:

3,000-‐word critical essay 60%

2,500-‐word written report 50%

2,500-‐word report with critical analysis 50%

4,000-‐word written report and presentation (group assignment) 50%


Individual: Presentation 40%

3,500-‐word written group-‐project group assignment (with 500 words of self reflection) 60%

GO 1 ü ü ü ü ü ü ü GO 2 ü ü ü GO 3 ü ü ü GO 4 ü ü ü GO 5 ü ü GO 6 ü ü ü ü GO 7 ü ü PLO 1 ü ü PLO 2 ü PLO 3 ü ü PLO 4 ü ü ü ü ü ü PLO 5

Level 7 Fashion Marketing Management Research Methods Dissertation 4,000-‐word written report (group

written report) 50%

2,500-‐word individual written case study and analysis and reflection 50%

4000-‐word research proposal 100%

2,000-‐word reflective journal* 20% * or in exceptional circumstances a guided case study report


GO 1 ü ü ü ü ü GO 2 ü ü ü GO 3 GO 4 ü GO 5 ü ü GO 6 ü ü ü ü ü GO 7 ü PLO 1 ü ü PLO 2 ü ü PLO 3 ü ü ü ü ü PLO 4 ü PLO 5 ü ü



Level 7 Contemporary Issues In Fashion Fashion Marketing Management Research Methods Dissertation Group:

presentation 40%:


4,000-‐word written report (group written report) 50%

2,500-‐word – individual written case study and analysis and reflection 50%

4000-‐word research proposal 100%

2,000-‐word reflective journal* 20% * or in exceptional circumstances a guided case study report


GO 1 ü ü ü ü ü ü ü GO 2 ü ü ü ü GO 3 ü GO 4 ü ü GO 5 ü ü GO 6 ü ü ü ü ü ü GO 7 ü PLO 1 ü ü PLO 2 ü ü ü PLO 3 ü ü ü PLO 4 ü ü ü ü PLO 5 ü

Level 7 Strategic Fashion Buying Fashion Buying and Product Development Management

Fashion Buying and Supply Chain Management

Individual: Industry based presentation specified media and IT technology. 40%

Individual: Industry based 2,000-‐word report. 60%

Group: Industry based presentation and group report (3,000 words) with individual self -‐reflective blog. 30% Group Report 10% Self Reflective Blog

Individual: Industry based 2,000-‐word report with research e portfolio. 60%

Individual: Industry based 2,000-‐word written report 60%

Group: presentation using specified media and IT technology with individual reflective blog 30% Group Presentation 10% Individual Research Portfolio

GO 1 ü ü ü ü ü ü GO 2 ü ü ü ü ü GO 3 ü ü ü ü ü GO 4 ü ü GO 5 GO 6 ü ü ü ü ü ü GO 7 ü ü ü PLO 1 ü ü ü ü ü PLO 2 ü ü ü ü ü PLO 3 ü ü ü ü PLO 4 ü ü PLO 5


MA Fashion Promotion, Communication and Media

Level 7 Contemporary Issues in Fashion Research Methods Dissertation Group: presentation

40%:


Individual 4000-‐word research proposal 100%

Individual 2,000-‐word reflective journal* 20% * or in exceptional circumstances a guided case study report


GO 1 ü ü ü ü ü GO 2 ü ü ü ü GO 3 ü GO 4 ü GO 5 ü GO 6 ü ü ü ü GO 7 ü PLO 1 ü ü ü PLO 2 PLO 3 ü ü ü PLO 4 ü ü PLO 5 ü ü

Level 7 Contemporary Fashion Communication and Criticism

Strategic Branding and Innovation Management

Social Media and Digital PR Management

Creative Direction

Group: Industry-‐based presentation using specified media and IT technology with individual research portfolio 30% Group Presentation 10% Individual Digital Research Portfolio

Individual: industry based 2,000-‐word written article following ‘house style’ 60%

Individual: Industry based case study analysis 2,000 words and presentation using specified o media and IT technology 60%

Individual: 2,000-‐word critical essay 40%

Group: Industry based presentation using specified media and IT technology Individual: self reflective blog 30% Group Presentation 10% Individual Reflective Blog

Individual: 3,000-‐word critical essay 60%

Group: Industry based: Story boards with presentation: using innovative media Individual: digital research portfolio 10% Group Story Boards 30%Group Presentation 10% Individual Reflective Blog

Individual 2,000 word critical essay with visual component 50%

GO 1 ü ü ü ü ü ü ü ü

GO 2 ü ü ü ü ü

GO 3 ü ü ü ü GO 4 ü ü GO 5 ü ü ü GO 6 ü ü ü ü ü ü ü ü GO 7 ü PLO 1 ü ü ü ü ü ü PLO 2 ü ü ü PLO 3 ü ü ü ü PLO 4 ü ü ü PLO 5


SECTION G – POINTS OF REFERENCE

Internal

• University Mission and Strategic Aims http://www.mmu.ac.uk/about/corporate-‐strategy/

• Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement website http://www.mmu.ac.uk/academic/casqe/event/

• University Regulations for Undergraduate or Taught Postgraduate Programmes of Study http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

• Previous Programme Approval/Review/Modification Report (date) • University Learning, Teaching and Assessment Strategic Framework

http://www.celt.mmu.ac.uk/ltia/index.php • University Curriculum Frameworks (indicate which one)

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-‐frameworks.php • Institutional Code of Practice on Assessment

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf • University Standards Descriptors

http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf • Equality and Diversity Policy

http://www.mmu.ac.uk/humanresources/equalities/sesconsultation/appendix-‐i-‐mmu-‐equality-‐&-‐diversity-‐policy.pdf

• University Guidance on Collaborative Provision http://www.mmu.ac.uk/academic/casqe/collaborative/index.php

• Staff Curriculum Vitae • Staff PgCert Dissertation – Examples • Industry Breakfast Report • Staff/Student Liaison Committees • CIP: Continuous Improvements Plan – Examples • Student Feedback form – Examples • IMAC: Istituto Marangoni Advisory Committee – minutes March 2014

External

• QAA Subject Benchmark statement • QAA Framework for HE Qualifications • QAA Code of Practice, particularly:

-‐ A3: The Programme Level -‐ B1: Programme Design and Approval -‐ B8: Programme Monitoring and Review

• PSRB visit reports • PSRB requirements • External examiner reports