Module ARCH41760: MANAGING CULTURAL HERITAGE IN CONTEXT

Department: Archaeology

ARCH41760: MANAGING CULTURAL HERITAGE IN CONTEXT

Prerequisites

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Corequisites

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Excluded Combination of Modules

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Aims

• To develop knowledge and critical awareness of cultural heritage sites and organisations by interrogating a range of local, national and. international case studies with an especial focus on management issues, delivered, where appropriate, as webinars.
• To provide a framework for the understanding and analysis of issues involved in the management and development of cultural heritage sites and organisations, including scenario planning, based on in-depth knowledge and understanding of specific examples so you are enabled to develop the ability to analyze a specific cultural heritage organisation in terms of its professional operation and communicate the results of this analysis effectively
• To enable you to develop a critical understanding of how cultural heritage organisations serve their audiences and how they engage with complex political, economic and social cultural factors
• To enable you to develop critical awareness of the interrelationship of cultural heritage theory and practice through case studies 
• To enable you to identify drivers for the development, change and contestation of cultural heritage from local, regional, national and international perspectives in different political, social, economic and ecological contexts 
• To introduce you to fundamental management principles and practices and enable you to identify key management issues for cultural sites and organisations, including financial issues
• To provide you with the opportunity to develop your professional skills and/or awareness through undertaking, as appropriate, either a Placement to contribute to a project within a cultural heritage organisation and evaluate that project effectively undertake Professional Research Practice Portfolio in which you will identify a key issue in contemporary cultural heritage professional practice and analyze that issue effectively.

Content

• This unit explores the concept of cultural heritage organisations as organisations which must run effectively with clear objectives and procedures whilst meeting the needs of their audiences and responding to broader policy frameworks. The principles and practices that underpin the work of such organisations are explored. To this end, three distinct approaches are used to deliver content.
• 1. Case Studies Case studies will be presented throughout the module by practitioners working in the sector. Local and regional case studies, such those on the Durham World Heritage site, will be presented in person whereas national and international case studies will be presented via Webinars. You will be asked to undertake research on each cultural heritage site/organisation in advance. This will inform the basis of initial discussions in class, the student-led Poster Debate and feed into the development of the essay assignment. Evidence of your research should be included in your Reflective Practice Log and will be used to inform tutorials and assignment discussions. Practitioners and academics giving case studies on their organizations will be asked to present the history and objectives of their particular site/ organization and identify significant elements such as key audiences, communication strategies, strategic planning, marketing, fundraising, threats and opportunities while also bearing in mind the PESTLE framework (political, economic, social, technical, legal and environmental trends). You will also identify and develop a suitable a case study based on a cultural heritage site / organisation of your choice to inform the critical debate and enhance the development of your research and professional skills. This research will be presented to your peers in a poster debate and will underpin the development of the concluding scenario planning assignment. The aim of the case studies is to enable you to develop an understanding of how cultural heritage sites and organisations operate, their various audiences, principal issues involved in managing museums, galleries and heritage organisations the professional, legal and ethical contexts in which these various specialists work the political, economic and ecological environments within which cultural heritage organisations operate and how they engage with these marketing and fundraising
• 2. Management Principles and Practices A 2/3 day workshop will introduce you to key aspects of management principles and practices including: project management, strategic planning, Financial management, people management The content of this workshop builds on the relevant National Occupational Standards developed by the Creative & Cultural Industries Sector Skills Council. The aim is to provide you with an introduction to key concepts and practices in management to inform your thinking and practice. The quiz will test your comprehension of these concepts and approaches. The knowledge and understanding gained in this workshop underpins the scenario analysis assignment and will contribute to the final Analytical Case Study Report taken by those students following the Professional Practice route.
• 3. Placement or Professional Practice Research Project You will have the opportunity to undertake an activity offering them the opportunity to explore ‘real-life scenarios’ either through a Placement or through a Professional Practice Project which requires you to identify and research a current issue in the sector through primary research amongst practitioners. Placements enable you to put your learning into practice and to reflect on and integrate your experience in the workplace in your course work. The Reflective Practice Log will be a key tool in enabling you to reflect on what and how you are learning in the Placement and will fed into the final Placement Portfolio. The placement will normally be 30 days length, starting with one day a week attendance from the middle of Term 1 and including a block of 10 days over the Easter vacation. Professional Practice Research Projects enable those students for whom a placement is not an appropriate choice to engage with current issues by undertaking primary sector-based research. It is expected to occupy a comparable amount of time in primary research and analysis. The Project requires those undertaking this project to identify and analyse a professional practice issue current in the sector (e.g. funding, legislation, working with volunteers). The Reflective Practice Log will be a key tool in enabling reflection on what and how you are learning in the Project and will fed into the final Professional Practice Portfolio. You are expected to be responsible for any travel/ accommodation costs associated with their placement / professional practice research project. In order to enable the group as a whole to benefit from each other’s experience /research and share learning as Reflective Practitioners, a Placement / Professional Practice Research Seminar will be held, usually early in Term 3 after the major practice block.You will be asked to prepare a handout using their Reflective Practice Log which will include an analysis of the organization/ issue on which you are working and the key learning points from this work. Formative feedback on this handout will contribute to the development of your Placement?professional Practice Research Portfolios.

Learning Outcomes

• SSK1 advanced knowledge of a range of international cultural heritage sites, institutions and professional bodies and their political, social, economic and ecological contexts
• SSK3 advanced knowledge of critiques of cultural heritage models as contested arenas, including the contribution of cultural heritage sites and agencies to framing identities, building (or separating) communities, addressing cultural conflicts and engaging with social change and development issues
• SSK4 advanced knowledge of national and international legal, ethical and policy frameworks for tangible and intangible international cultural heritage

• By the end of the module, you will have had the opportunity to develop the following specialist skills to an advanced level:
• SSS1 an advanced ability to apply subject-related knowledge and advanced theoretical models to local, regional, national and international case study exemplar/s
• SSS2 an advanced ability to identify and propose suitable problem-solving and planning strategies in the management of cultural heritage and present this information, together with advanced analytical conclusions, to others using appropriate presentation techniques
• SSS3 advanced ability to synthesise, evaluate and present complex material, including original data and theoretical arguments relevant to cultural heritage

• You will have had the opportunity to gain and develop your key skills as follows:
• KS1 demonstrate intellectual and professional autonomy by learning and practising independently and taking responsibility for aspects of learning and professional activities in both academic and professional contexts
• KS2 demonstrate the ability to think critically about new and/or unfamiliar ideas by communicating such reflection in written and oral contexts, forming coherent arguments and presenting them to a group (in the course of classes) or on a one-to-one basis (in tutorials)
• KS5 demonstrate communication skills by developing the ability to express themselves clearly, concisely and appropriately in writing and with relevant illustrations using distinct formats (essays, reports, posters, case studies); identifying and analysing complex issues effectively in seminar presentations; contributing appropriately and effectively to case study seminars and group discussions supporting verbal arguments with reference to a range of case studies and theoretical models
• KS6 develop information technology skills by demonstrating the ability to support your assignments and oral presentations appropriately (e.g. word processing, databases, presentation software, graphing, image processing, web-based resources)
• KS7 work as a reflective practitioner by reflecting on, and recording in an appropriate format, their research, learning and professional practices and using these reflections as the basis for tutorial discussions, assignments and for the development of the concluding Professional Practice Project or Dissertation
• KS9 demonstrate professional conduct by demonstrating the ability to observe professional and academic standards, including appropriate use of relevant ethical codes of practice

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures (L) are used to underpin the knowledge requirements of the module providing you with a sound conceptual and empirical base for further study and will follow a pre-planned syllabus.
• Workshops (W) enable practical exploration of key aspects of the subjects covered, including a day workshop introducing you to management principles and practices.
• Case study Seminars/Webinars (CS) introduce you to specific examples of practice and issues in the sector and to interact with expert practitioners in the sector. You will be expected to research the case study site / organization in advance, supported by group tutorial sessions, so you can contribute effectively to the debate and make full use of the experience. These will provide an opportunity for larger group discussion and exploration of selected topics in greater depth and are intended to develop your analytical, discursive and interpersonal skills.
• Group tutorials (GP) provide you with an opportunity to consider and apply what you have learnt in the context of a particular issue or problem. They are intended to develop your analytical, presentational and interpersonal skills, including working with others. Topics covered will include preparation for the case study seminars/webinars and the Term 1 essay topics.
• Independent study (IS), research and analysis underpins your written and presented work and develop your ability to think independently, discriminate and use judgment, and assess the relevance and validity of others’ views.
• Student-led seminars. The three student-led seminars have very specific and different goals: The Poster Debate provides you with an opportunity to present your research as a poster on an issue relating to the specific cultural heritage site/organisation you have identified and researched before the start of the programme. Using a format common in the profession, a debate will be organized following a viewing of the posters. Students will also develop a handout including a summary of the organisation with supporting references which will enable the group as a whole to build up a current resource database. Formative feedback on this poster and handout will contribute to the development of the Scenario Planning assignment. The Scenario Analysis Work-in-Progress Seminar is designed to allow you to present the first phase of your Scenario Analysis Report. You will be asked to present the case for the choice of site or organisation, give an overview of the issues and present one of the scenarios. The subsequent peer group discussion and formative feedback from the Module Convenor will inform the development of the concluding assignment. The Placement / Professional Practice Research Seminar will be held towards the end of Term 2. You will be asked to prepare a handout using your Reflective Practice Log which will include an analysis of the organization/ issue on which you are working and the key learning points from this work. Formative feedback on this handout will contribute to the development of your Portfolios
• The Placement / Professional Practice Research provides you with the opportunity to undertake a defined problem-orientated project which requires you to engage with the professional environment. An understanding of such organisations, the different issues and varied disciplines involved is essential for all those wishing to work in the sector as it forms the basis of appropriate professional decision-making. These projects thus bring the reality of professional life into the MA while issues which you identify may act as a springboard for further research including in M4 Professional Practice Project or M5 Dissertation.
• Field Trips will introduce you to the Durham World Heritage site and another local heritage site to form a framework for further critical debate.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Term 1 Student-led Seminar: Poster Debate Students will benefit from debate with their peers and formative feedback from the Module Convenor. Reflective Practice Log This log will be used as the basis for tutorial discussions and informal feedback. Term 2 Student-led seminar Scenario Analysis Work-in-Progress The development of the Scenario Analysis Report will be informed by the work-in-progress student-led seminar where each student will present the first phase of their study. Students will benefit from debate with their peers and formative feedback from the Module Convenor. Reflective Practice Log This log will be used as the basis for tutorial discussions and informal feedback. Term 3 Professional Practice Project and Dissertation Research Work-in-Progress Seminar Students will benefit from debate with their peers and formative feedback from the Module Convenor Placement Observation of competence. Competency will be assessed on the basis of satisfactory/non-satisfactory through written feedback from the Attachment host. A visit may be made to the host institutions whilst the Placement is underway. Feedback will be given during individual tutorials. Reflective Practice Log This log will be used as the basis for tutorial discussions and informal feedback. â–  Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University International Dimensions: The module, by its very definition, focuses on the practice of cultural heritage in an international context. Relevant international examples and comparisons will be used throughout the module and you are encouraged to apply international examples throughout their work. Sector Connections: You will be introduced to a variety of case examples by practitioners from the sector giving them an opportunity to start building professional networks. Where the Placement option is followed, you will have experience within a relevant sector organisation. Those undertaking the Professional Practice Project will be expected to undertake primary research in the sector thus also enabling them to develop appropriate networks. Where relevant, the National Occupational Standards developed by the Creative & Cultural Industries Sector Skills Council will be used to inform debate, particularly those relating to business planning for cultural organisations Continuing Personal & Professional Development: All students will pursue their personal development by taking part in presentations and group work within seminars. You will be expected to argue and defend their conclusions drawn from research in discussions with the lecturer responsible for the module and their peers. The Reflective Practice Log will enable you to record and reflect on your personal and professional development in a structured and help them identify their strengths and weakness and identify areas for further learning. This will enable you to reflect on and deepen your learning, research and professional practice and provides a framework for independent learning as well a link to professional practice. It will be used to inform one-to-one tutorials and help to frame the concluding dissertation or professional practice report. You are encouraged to attend the internal guest lecture programme and external events where appropriate; for example, the Centre for Ethics in Cultural Heritage (CECH) https://www.dur.ac.uk/cech/). 1 See Clegg, S. (2000) Knowing Through Reflective Practice in Higher Education, Educational Action Research 8(3) pp. 451-469. 2 Competence will be assessed using the following criteria - the ability to work to required standard and timetables in the completion of independently managed project, ability to apply the theoretical knowledge in an appropriate and professional manner, ability to work independently but consult appropriately when required ability to use resources effectively, ability to work cooperatively with colleagues, following appropriate artefact handling requirements as and when required, following health & safety, emergency, fire, disaster procedures as and when appropriate See http://www.ccskills.org.uk/Standards/tabid/193/Default.aspx and Skills for Business http://www.ukstandards.org.uk/Find_Occupational_Standards.aspx?NosFindID=5&search_string=cultural%20heritage.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University