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Session: 2022/23
Last modified: 26/09/2018 16:08:42
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Title of Module: Global Cultural Industries |
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Code: BROA09007 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Graham
Jeffery |
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| Summary of Module |
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Global Cultural Industries (GCI) aims to help students appreciate the historical and political development of the current structures of the broadcast and online media industries, and the role and effect of regulation on issues of plurality and access globally. The module explores the critical role the cultural industries play in our lives through the production and dissemination of cultural texts via broadcast and online media. In addition, GCI attempts to evaluate the explanatory value of theories of globalisation in understanding historical and contemporary patterns of cultural exchange.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of the historical and political development of broadcast and online media industries.
L2.
Critically analyse and evaluate theoretical positions, concepts and issues relating to the production and dissemination of cultural texts via broadcast and online media.
L3.
Communicate complex ideas and concepts relating to cultural exchange |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
In particular:
An understanding of the roles of communication systems, modes of representations and systems of meaning in the ordering of societies.
An awareness of the economic forces which frame the media, cultural and creative industries, and the role of such industries in specific areas of contemporary political and cultural life.
An understanding of the role of technology in terms of media production, access and use.
A knowledge of the legal, ethical and regulatory frameworks which affect media and cultural production, circulation, and consumption.
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| Generic Cognitive skills |
SCQF Level 9.
In particular:
Draw on a range of sources in making judgements.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
In particular:
Make formal and informal presentations on standard/mainstream topics in the subject/discipline to a range of audiences.
Use a range of IT applications to support and enhance work.
Interpret, use and evaluate numerical and graphical data to achieve goals/targets.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| Staff/student face-to-face contact will take place primarily through lectures and tutorials. Lectures will examine key theories and debates central to the study of globalisation from a range of contested and inter-related disciplinary perspectives. Tutorials will be learner led, with students working with peers in a group setting to examine various aspects of globalisation and engage in a critical evaluation of key perspectives and debates. The module will have an extended online presence, with learners engaging in synchronous and asynchronous digital learning and assessment activities, primarily through the module Moodle site. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Asynchronous Class Activity | 26 |
| Independent Study | 150 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Doyle, Gillian. (2002). Media Ownership. Sage.
Held, D & McGraw, A (Eds) (2007) Globalization Theory: Approaches and Controversies. Polity, London.
Herman, E & Chomsky, N (1988) Manufacturing Consent
Hesmondhalgh, D. (2013) The Cultural Industries, 3rd Edition
Robertson, Alexa. (2015). Media and Politics in a Globalising World. Polity Press.
‘Special report: Globalisation’, The Guardian at: http://www.guardian.co.uk/globalisation/0,7368,408592,00.html
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Arts & Media |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Arts & Media |
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| Moderator | Lynn Sinclair |
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| External Examiner | K Moylan |
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| Accreditation Details | Skillset |
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| Version Number | V/16 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Students should produce a short media artefact (50%) circa 3 mins. |
| Negotiated Assessment: Report (Radio\Television\Print\Multimedia) (50%) 1500 words or equivalent. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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