International Cultural Heritage Management MA

Durham University

Lectures underpin the core knowledge requirements of the degree by introducing students to key concepts, methodologies and analytical approaches. They also serve as examples of research-led critical analysis and applied expertise, thus demonstrating to students both subject-specific knowledge and the key skills necessary to acquire and communicate this. Webinars are used to introduce students to specific heritage sites and issues around the world in real-time debate with international professionals by video link. These case study presentations are followed by seminar discussions mediated by the module convenor. A variety of seminars take place in different modules with different formats and distinct learning goals. This learning methodology encourages students to explore discussions in depth, learn to marshal their arguments in a group setting and respond appropriately to a diverse range of informed opinions. Students are exposed to, and expected to produce, a variety of different presentations in seminars and to contribute effectively and appropriately to the subsequent debate to encourage critical thinking. Formative assessment is given as relevant. Reading seminars encourage independent learning and critical reflection. Students are required to read and consider specified texts or cultural heritage exemplars before the seminar discussions. Student-led seminars require students to prepare either an individual presentation or construct and contribute to group presentations. Presentations in these test students’ abilities to identify key topics, reflect on, and analyse, these using appropriate methods. The Poster Debate requires students to prepare a poster using appropriate IT and prepare an accompanying hand-out for their peers, communicating their analysis of the case study of a heritage site they identified and researched prior to starting the course. This debate has multiple functions: it encourages the students to interact as a cohort early on in the MA programme, provides an opportunity for exchanging ideas and issues and starts to develop supporting research resources using the required citation format. The Scenario Analysis Work-in-Progress Seminar requires students to give presentations on the site or organization which they have selected for the Scenario Analysis. They present the first phase of the study including a justification of their choice of site/organization, a review of the nature of this site/organization and one of the future plan scenarios. This presentation provides a moment of critical self-reflection on progress for the individual student and also enables them to benefit from debate with their peers and formative feedback from the Module Convenor The Professional Practice Project and Dissertation Research Work-in-Progress Seminar requires students to give presentations of their research and professional project work in progress. These presentations provide a moment of critical self-reflection on progress for the individual student by requiring them to outline research so far undertaken and justify their chosen theoretical framework and methodologies. It also offers an opportunity for students to provide critical feedback to their peers and exchange ideas, problems and solutions. Formative feedback is provided by the Module Convenor. In this way, these seminars serve as the summation of the process of reflective practice begun at the start of the MA.