Programme Specification for the 2019/0 academic year
BA (Hons) History with Employment Experience
1. Programme Details
| Programme name | BA (Hons) History with Employment Experience | Programme code | UFA4HPSHPS46 |
|---|---|---|---|
| Study mode(s) | Full Time Part Time |
Academic year | 2019/0 |
| Campus(es) | Streatham (Exeter) |
NQF Level of the Final Award | 6 (Honours) |
2. Description of the Programme
The BA (Hons) History with Employment Experience programme builds on a broad foundation in the first year, to highly specialised work in the final year, including the study of a particular subject in depth. There is a huge amount of module choice covering time periods from the Roman Empire to the 1960s and topics as diverse as the Vikings, early medieval empires, British politics since 1900, women in society, the Norman conquest, magic and witchcraft in early modern Europe and reformation London.
This programme is studied over four years. The first two years and the final year are university-based, and the third year is spent gaining employment experience at a suitable location in the UK.
This Employment Experience variant of the programme is a great way to incorporate graduate-level work placement or placements undertaken in the United Kingdom directly into your programme of study, to reflect critically upon these experiences, and for them to count towards the assessment of your degree. There is no better way to gain valuable employment experience that can be rewarded and recognised clearly by future employers. With preparation, support and approval from the College of Humanities, you can also demonstrate adaptability and resourcefulness by organising suitable placements in areas of employment related to your interests and potential future career.
You are required to find your own placement with suitable employers and organisations with preparation, support and approval from the College of Humanities. If you are taking this variant you are strongly encouraged to take HUM2000 or HUM2001 (Humanities in the Workplace) at stage 2 and must participate in the pre-departure briefing sessions for Humanities Employment Experience.
Advice and guidance on your programme can be sought from your personal tutor and programme director. All staff offer regular office hours that you can drop into without a prior appointment for this purpose.
3. Educational Aims of the Programme
This programme aims to develop your competence in the subject-specific and research skills required in History, through extended engagement with primary sources and methodologies, relevant critical material, and theoretical contexts. You will acquire a thorough grounding in the core principles of History through a programme which engages you imaginatively in the process of understanding and analysing complex sources and time periods. In History modules, you will progress through study of both broad and detailed focus, analysing particular aspects of the past across a range of time periods and geographical areas. History offers detailed subject knowledge, broad coverage and a wide range of choice.
You will also acquire advanced competence in core academic, personal and key skills, providing a basis for career progression in the academic and professional worlds. You will be exposed to a variety of teaching and assessment methods within appropriate learning environments, supported by feedback and monitoring. You will also be given an opportunity to develop your independent study skills through a piece of individual research.
The programme provides an intellectually stimulating, satisfying experience of learning and studying, and forms a sound basis for further study in History, or related disciplines. It aims to develop a range of subject-specific, academic and transferable skills, including high order conceptual literacy and communication skills of value in graduate employment. History, like other programmes offered within the College of Humanities, encourages you to become a global citizen, a productive, useful and questioning member of society, and provides thorough training for further study or a specialist career. You may utilise the skills you develop in a range of sectors, including consultancy, market research, the Civil Service, education, teaching, new media industries, journalism and publishing, research, charities, information science, advertising and public relations.
It further aims to:
- Offer an excellent Honours-level education in History.
- Ensure that graduates from the programme are useful, productive and questioning members of society.
- Produce graduates who are grounded in the main themes of the discipline through a combination of both broad and detailed focuses on particular aspects of the past, study of a range of time periods, and study of different geographical areas; who understand the methods which historians use to study the past; and who can analyse the development of past societies.
- Develop your competence in subject-specific, core academic and personal and key skills.
- Offer you a wide range of choice, insofar as this choice is consistent with the coherence and intellectual rigour of the degree.
4. Programme Structure
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
http://intranet.exeter.ac.uk/humanities/studying/undergraduates/modules/
You may take optional modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module.
You may take elective modules up to 30 credits outside of the programme in any stage of the programme as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module.
Stage 1
90 credits of compulsory modules, 30 credits of optional modules
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| HIH1400 | Making History | 15 | Yes |
| HIH1401 | Approaches to History | 15 | No |
| HIH1410 | Understanding the Medieval and Early-Modern World | 30 | No |
| HIH1420 | Understanding the Modern World | 30 | No |
Optional Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| HISS S1 BA SH opt 2019-0 | |||
| HIH1014 | The Body in Eighteenth-Century Britain | 15 | No |
| HIH1018 | 'War without Hate': The North African Campaign, 1940-1943 | 15 | No |
| HIH1022 | A History of Children and Childhood in Modern Europe | 15 | No |
| HIH1024 | From Bound Feet to 'Half the Sky': Women and Modern China | 15 | No |
| HIH1027 | A History of Epidemics from the Plague to Zika | 15 | No |
| HIH1038 | The Transatlantic Slave Trade: Origins, Development and Impact | 15 | No |
| HIH1048 | Being a Barbarian: Identity, Memory and the Creation of Medieval Europe | 15 | No |
| HIH1051 | Everyday Life in the Anglophone Caribbean, c.1900-1966 | 15 | No |
| HIH1053 | Gender and Sexuality in the Middle Ages | 15 | No |
| HIH1056 | Religious Life in Tudor and Stuart England, c.1560-1700 | 15 | No |
| HIH1057 | The Opium War: the British Empire encounters the Middle Kingdom | 15 | No |
| HIH1058 | Global Health: Historical Sources and Problems | 15 | No |
| HIH1402 | Britain, America, and the Global Order, 1846-1946 | 15 | No |
| HIH1505 | The First Crusade | 15 | No |
| HIH1525 | Restoration London: Plague, Fire and History | 15 | No |
| HIH1542 | Magic and Witchcraft in Early Modern Europe | 15 | No |
| HIH1547 | Reforging the Union: The Reconstruction Era in American History, 1865-1877 | 15 | No |
| HIH1600 | Images of Stalinism | 15 | No |
| HIH1609 | The Habsburg Monarchy of Austria-Hungary 1867-1918 | 15 | No |
| HIH1610 | The Rise and Demise of the Raj: India, 1857-1947 | 15 | No |
| HIH1612 | Renaissance Florence 1350-1550 | 15 | No |
| HIH1613 | Violent Justice, Legal Reform and Revolutionary Terror: Law in Eighteenth-Century France | 15 | No |
| HIH1023 | Being Poor in England in the Long Eighteenth Century | 15 | No |
| HIH1002 | Losing an Empire, Finding a Role: Britain Since 1945 | 15 | No |
| HIH1411 | From Wigan Pier to Piccadilly: Britain between the Wars | 15 | No |
Stage 2
60 credits of compulsory modules, 60 credits of optional modules
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| HIH2001 | Doing History: Perspectives on Sources | 30 | Yes |
| HIH2002 | Uses of the Past | 30 | No |
Optional Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| HISS S2 BA SH opt 2019-0 | |||
| HIH2014A | Decolonisation and the Collapse of the British Empire, 1919-1968 | 30 | No |
| HIH2018A | The 'Savage Continent'? Everyday Violence in 1940s Europe | 30 | No |
| HIH2019A | Science, Technology and Medicine in the Cold War | 30 | No |
| HIH2030A | Peoples and Empires in Latin America, 1492-1820s | 30 | No |
| HIH2032A | Europe 1650-1800: From Enlightenment to Romanticism | 30 | No |
| HIH2034A | Anarchism: Theory, Practice, History | 30 | No |
| HIH2036A | Albion's Fatal Tree: Capital Punishment in England, 1688-1965 | 30 | No |
| HIH2037 | American Frontiers: The West in U.S. History and Mythology | 30 | No |
| HIH2108A | Stuart England | 30 | No |
| HIH2181A | The Witchcraze in Europe and its Colonies c.1300-1800 | 30 | No |
| HIH2182A | The Re-Birth of Europe? Renaissance and Renewal in the Long Twelfth Century | 30 | No |
| HIH2185A | China in the World, 1500-1840 | 30 | No |
| HIH2200A | Islam and the Making of Medieval Europe, c.600-1300 | 30 | No |
| HIH2203A | Crime and Society in England, 1500-1800 | 30 | No |
| HIH2208A | Medieval Paris | 30 | No |
| HIH2209A | African American History | 30 | No |
| HIH2218A | Religion, Society and Culture in Tudor England | 30 | No |
| HIH2224A | African Modernities: Popular Cultures in Twentieth Century Africa | 30 | No |
| HUM HUM2000-HUM2001 | |||
| HUM2000 | Humanities in the Workplace | 30 | No |
| HUM2001 | Humanities in the Workplace | 15 | No |
Stage 3
120 credits of compulsory modules
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| HUM3998 | Employment Experience UK | 120 | Yes |
Stage 4
30 credits of compulsory Dissertation, 30 credits of compulsory Comparative modules, 60 Credits of Sources and Context modules
a You must select 30 credits from this list of Comparative History modules.
b You must select 60 credits from this list History Special Subject modules. You must select both the Sources module and its co-requisite Context module.
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| HIH3005 | General Third-Year Dissertation | 30 | Yes |
Optional Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| HISS SF BA Comparative modules 2019-0 [See note a above] | |||
| HIH3617 | News, Media and Communication | 30 | No |
| HIH3618 | Power Elites: Ruling Groups across Space and Time | 30 | No |
| HIH3619 | Sexualities | 30 | No |
| HIH3626 | Heroes: Conceptions, Constructions and Representations | 30 | No |
| HIH3629 | Disease | 30 | No |
| HIH3632 | Violence | 30 | No |
| HIH3628 | Civil Wars | 30 | No |
| HISS SF BA Sources and Contexts 2019-0 [[See note b above] | |||
| HIH3021 | China's Intellectual Elites - Ideas and Networks 1860s-1960s: Sources | 30 | No |
| HIH3022 | China's Intellectual Elites - Ideas and Networks 1860s-1960s: Context | 30 | No |
| HIH3023 | Riches and Poverty: Capitalism in Britain, 1680-1830 - Sources | 30 | No |
| HIH3024 | Riches and Poverty: Capitalism in Britain, 1680-1830 - Context | 30 | No |
| HIH3036 | Britain in an Age of Revolution: War, Society and Culture, 1789-1815: Sources | 30 | No |
| HIH3037 | Britain in an Age of Revolution: War, Society and Culture, 1789-1815: Context | 30 | No |
| HIH3056 | Them and Us: Imagining the Social "Other" in Britain since the 1880s: Sources | 30 | No |
| HIH3057 | Them and Us: Imagining the Social "Other" in Britain since the 1880s: Context | 30 | No |
| HIH3117 | The Age of AEthelred 'the Unready': Sources | 30 | No |
| HIH3118 | The Age of AEthelred 'the Unready': Context | 30 | No |
| HIH3132 | The Body in Early Modern England: Sources | 30 | No |
| HIH3133 | The Body in Early Modern England: Context | 30 | No |
| HIH3157 | The Irish Revolution, 1912-23: Sources | 30 | No |
| HIH3158 | The Irish Revolution, 1912-23: Context | 30 | No |
| HIH3167 | Violence or Non-Violence? Gandhi and Popular Movements in India, 1915-1950: Sources | 30 | No |
| HIH3168 | Violence or Non-Violence? Gandhi and Popular Movements in India, 1915-1950: Context | 30 | No |
| HIH3180 | The Spanish Civil War: Sources | 30 | No |
| HIH3181 | The Spanish Civil War: Context | 30 | No |
| HIH3182 | Critics of Empire: Sources | 30 | No |
| HIH3183 | Critics of Empire: Context | 30 | No |
| HIH3187 | Everyday Stalinism: Life in the Soviet Union, 1928-53: Sources | 30 | No |
| HIH3188 | Everyday Stalinism: Life in the Soviet Union, 1928-53: Context | 30 | No |
| HIH3202 | Chile Under Allende and Pinochet: Sources | 30 | No |
| HIH3203 | Chile Under Allende and Pinochet: Context | 30 | No |
| HIH3216 | The Yes, Minister Files: Perspectives on British Government since 1914: Sources | 30 | No |
| HIH3217 | The Yes, Minister Files: Perspectives on British Government since 1914: Context | 30 | No |
| HIH3257 | The Russian Revolution: Sources | 30 | No |
| HIH3258 | The Russian Revolution: Context | 30 | No |
| HIH3277 | The Medieval Reformation: Sources | 30 | No |
| HIH3278 | The Medieval Reformation: Context | 30 | No |
| HIH3296 | Street Protest and Social Movements in the Modern Era: Sources | 30 | No |
| HIH3297 | Street Protest and Social Movements in the Modern Era: Context | 30 | No |
| HIH3314 | Governing the World: A History of Internationalism from WW1 to the Present: Context | 30 | No |
| HIH3315 | Governing the World: A History of Internationalism from WW1 to the Present: Sources | 30 | No |
| HIH3316 | The Holocaust and Nazi Occupation of Eastern Europe, 1939-1945: Context | 30 | No |
| HIH3317 | The Holocaust and Nazi Occupation of Eastern Europe, 1939-1945: Sources | 30 | No |
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Describe and discuss the philosophical problems confronting historians. | ILO1s 1-3 are developed at stage 1 in compulsory modules though lectures, seminars, and written work. ILO 1 is further developed especially in compulsory modules at stage 2. ILOs 2-3 form the backbone of all modules taken at all stages, but the level of complexity and nuance develops according to stage with the Comparative Histories modules particularly focused on these skills. You are encouraged to use stage 1 and 2 compulsory modules as a way of addressing ILO 4, and concentrate on doing so in the Dissertation at final stage. More generally, the choice of essays that they are given in all modules develops this skill in them from the outset of their programme. ILO 5 is a requirement of all modules, but there is particular primary source emphasis - developing in complexity as you progress through the stages of the programme - at stage 1 in Sources and Skills modules. ILO 6 is developed in stage 1 and 2 compulsory modules, and in final stage in the Special Subject and Dissertation. You are given clear guidelines about ILO 6 in the Undergraduate Handbook, and are instructed in such matters in stage 1 compulsory modules, and are expected to demonstrate it in all modules. ILO 7 is developed through the Sources and Skills and may be developed in other elective modules. Many modules have a requirement of some work with quantitative data. | The assessment of these skills is through a combination of term-time essays, oral presentations, wikis, Project and Dissertation work, and examinations. The criteria of assessment pay full recognition to the importance of the various skills outlined. |
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
8. Draw thematic comparisons between material from different sources. | These skills are all developed throughout the degree programme, but the emphasis becomes more complex as you move from stage to stage. They are developed through lectures and seminars, written work, and oral work (both presentation and class discussion). | These skills are assessed through term-time essays, wikis, dissertations, assessed presentations, and examinations. |
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
21. Undertake independent study and work to deadlines. | ILO 21 is an essential part of the successful completion of the programme but is particularly developed in stage 2 compulsory modules and the Dissertation. ILO 22 is developed through essay and presentation work throughout the programme. ILO 23 is developed through stage 1 and 2 compulsory modules and, in final stage, through the Dissertation, which has a single end of year deadline. ILO 24 is developed through seminars, which form the whole (Sources and Skills and Special Subjects) or part basis of all modules. The skills in ILOs 25-26 are developed to some extent in all modules, through interaction in seminars and in discussion with tutors about essay work, and in response to criticism both collective and individual. However, there is particular emphasis on ILO 25 (and ILO 27) in stage 1 Sources and Skills and compulsory modules, where you work as part of a team to present and respond to the presentations of others, and in the compulsory modules in the second and final stages. | The skills in ILOs 21-23 are assessed in all modules. ILO 23 is covered by the fact that you write essays of differing lengths which are summatively assessed. In addition, presentations are formally assessed in Special Subjects and Comparative Histories. ILO 23 is covered by the Dissertation and, to a lesser extent, stage 1 and 2 compulsory modules. Formative assessment of work in seminars (ILO 24) takes place in options, and there is assessment of presentations as stated above. Team work skills (ILOs 25-27) are formally assessed in stage 2 compulsory modules and Comparative History modules. ILO 28 is specifically related to the module HUM3998 Employment Experience UK. |
7. Programme Regulations
Programme-specific Progression Rules
To progress to Stage 2 you must normally achieve an average mark of at least 50% in Stage 1. If you do not achieve an average mark of 50% in Stage 1, you will be interviewed to determine whether you can continue on the Employment Experience programme; if you do not succeed in that interview you will be required to transfer to the three-year programme. This is to ensure that only those students who are likely to succeed in their Employment Experience are selected. If you are unsuccessful in your application for Employment Experience, you will be transferred to the three-year programme.
HUM3998 Employment Experience UK counts as a single 120-credit module and is not condonable; you must pass this module to graduate with the degree title of BA History with Employment Experience
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
History tutors set aside two ‘tutorial’ hours a week during term-time to see personal tutees and are also available to see tutees by appointment. Personal tutors see their first year tutees at least twice a term, in the first two terms, and once in the third term, and their non-first year tutees at least once a term. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness.
Each research centre in History runs its own seminar series, which you are welcome to attend. In addition, we have close relations with a range of organisations that support student research. For example, Exeter Cathedral Library is a key centre for the study of medieval history. The Bill Douglas Cinema Museum, on campus, houses one of Britain’s largest public collections of books, prints, artefacts and ephemera relating to the history and prehistory of cinema. At the heart of the Centre is the Bill Douglas and Peter Jewell Collection, comprised of approximately 50,000 items.
Programme handbooks and other useful information can be accessed via the student intranet: http://intranet.exeter.ac.uk/humanities/studying/taughthandbook/
Other useful information and student resources can be accessed via the Exeter Learning Environment (ELE): http://vle.exeter.ac.uk/login/index.php , which has specific information on library skills, essay writing and research skills.
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)
12. Indicators of Quality and Standards
The programme is not subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs).
13. Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges review the quality and standard of teaching and learning in all taught programmes against a range of criteria through the procedures outlined in the Teaching Quality Assurance (TQA) Manual Quality Review Framework.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
College of Humanities (CHUM)
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
BA (Hons) History with Employment Experience
19. UCAS Code
V105
20. NQF Level of Final Award
6 (Honours)
21. Credit
| CATS credits | ECTS credits |
|---|
22. QAA Subject Benchmarking Group
[Honours] History
23. Dates
| Origin Date | 22/08/2017 |
Date of last revision | 23/07/2019 |
|---|
