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Session: 2022/23

Last modified: 14/03/2022 12:55:13

Title of Module: Creative Industries: Professional Practice

Code: CMPG11002 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Business & Creative Industries
Module Co-ordinator:Elizabeth  McLaughlin

Summary of Module

Creative Industries: Professional Practice deepens students’ creative through a student-centred approach, which allows students to negotiate their own assessment. The module brings students from journalism, music, and creative media practice together where they are asked to “move their practice to the next level” through a meaningful work placement or the creation of a professional portfolio.  Students are encouraged to research and critique the wider creative industries and their individual sectors, build awareness on how these may develop over time and understand the need for adaptability in a professional. Through individual enquiry, students research, negotiate and define bespoke pathways and engage with relevant internal and external employment opportunities ensuring an inclusive approach to learning and authentic assessment.  The module takes a flexible approach with an initial series of online lectures, before focusing on a series of workshops and Masterclasses delivered by creative industries experts to develop their knowledge and skills. Networking and creative entrepreneurship are key areas of enquiry in helping students develop a professional portfolio. 

Work-related learning in this context  can be a specialist placement in a specific role dovetailing with the student’s developing skill set - in a professional workplace setting, or within a research or knowledge transfer project, or a bespoke professional practice project. Note: Students studying on the MA Broadcast Journalism programme will be required to undertake 15 industry placement days to meet Broadcast Journalism Training Council requirements.

  • Consolidate selected skill areas with dedicated creative and technical workshops.

  • Focus on the application of these skills in work-related learning and professional practice to create and produce authentic assessment.

  • Student reflection on their experiences and personal development, exchanging ideas with fellow students, tutors and external partners and stakeholders

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:


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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1


Term 2check markTerm 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Apply critical analysis to the development of their own creative practice and creative identity within the creative industries within a skills and achievement portfolio

L2. Explore, at a professional level at least one specialist area of creative practice through involvement in specialist workshops and work related learning requiring the deployment of detailed critical knowledge and understanding

L3. Apply critical analysis, evaluation and synthesis to issues which are informed by developments at the forefront of relevant Creative Industry sectors in, for example, reports, reflective journals and blogs.

L4. Communicate their analysis and experience of contemporary developments and working practices in creative industries and creative practice to a varied audience of peers and industry experts

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

A critical understanding of the principal theories, concepts and principles associated with creative media practice.

Extensive, detailed and critical knowledge and understanding through specialist creative and technical workshops and work related learning in one or more specialist areas of creative media practice, much of which is at or informed by developments at the forefront.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Use a significant range of the principal skills, techniques, practices and/or materials which are associated with creative media practice.

Use a range of specialised skills, techniques, practices and/or materials which are at the forefront or informed by forefront developments in creative media practice both in creative workshops and in the context of work related learning.

In the course of work related learning in the creative media industries, practise in a wide and often unpredictable variety of professional level contexts.

Generic Cognitive skills SCQF Level 11.

Apply critical analysis, evaluation and synthesis, following work related learning to issues which are at the forefront or informed by developments at the forefront of creative media practice

Develop original and creative responses to problems and issues and deal with complex issues and make informed judgements in the course of work related learning and professional level situations in the absence of complete or consistent data/information

Communication, ICT and Numeracy Skills SCQF Level 11.

Use a range of advanced and specialised skills relevant to creative media practice – for example:

• communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.

• communicate with peers, more senior colleagues and specialists

• use a wide range of software to support and enhance work at this level for example Final Cut Pro, Final Draft, Movie Magic

Autonomy, Accountability and Working with others SCQF Level 11.

Exercise substantial autonomy and initiative in professional and equivalent activities

• Take responsibility for own work and/or significant responsibility for the work of others

• Take responsibility for a significant range of resources and practise in ways which draw on critical reflection on own and others’ roles and responsibilities

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:or equivalent
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Learning and teaching is focused on individual research and enquiry into working in the creative industries from a specific personal stance. Students will develop and extend their creative skill set through specialist workshops, lectures, expert stakeholder discussions, with further input focusing on aspects of creative entrepreneurship, brand awareness and relevant transferable skills - such as negotiating skills. The Work related-learning element will see students plan and secure an appropriate Professional Creative practice placement or develop a professional project. They will be supported by a set of on-line resources and will also contribute to individual and collective journals and blogs on their development and progress. An international focus will be encouraged even where activity is centred on local industries to help students further develop their creative identity in an inclusive and reflective manner.
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 Delivery12
Tutorial/Synchronous Support Activity12
Laboratory/Practical Demonstration/Workshop12
Independent Study164
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Belsky, S. ( 2013) Making Ideas Happen. London: Portfolio Penguin

Canter, L. & Wilkinson, E. (2021) Freelancing for Journalists, London, Routledge

McKinlay, A. & Smith,C. (2009) Creative Labour: Working in the Creative Industries. Basingstoke, Palgrave MacMillan

McRobbie, A. (2016) Be Creative: Making a Living in the New Culture Industries. Cambridge: Polity Press

Volk, L. and Currier D. (2014) No Plastic Sleeves: Portfolio and Self-Promotion Guide for Photographers and Designers, 2nd Edn. Abingdon, Oxon.: Focal Press

Wheeler, A. (2013) Designing Brand Identity: An Essential Guide for the Whole Branding Team. 4th Edn. Hoboken, NJ: John Wiley &Sons Inc.

Students are also expected to engage with materaisl from their own creative disciplines and sectors including Creative Scotland.

(**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)

Engagement Requirements

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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are expected to engage with a minimum of TWO of the workshop/Masterclasses organised for this module.

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Supplemental Information

Programme BoardArts & Media
Assessment Results (Pass/Fail) No
Subject PanelArts & Media
ModeratorTony Grace
External Examinertbc
Accreditation DetailsBroadcast Journalism Training Council
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Professional Practice – 80%
Reflective Assignment – 20%
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of practical workcheck markcheck markcheck mark 800

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentation  check mark 200
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity
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 AULA, 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:

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
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.