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Session: 2022/23
Last modified: 20/04/2021 12:10:17
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Title of Module: Professional Practice in Broadcasting |
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Code: BROA10004 |
SCQF Level: 10
(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: | Kate
Cotter |
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| Summary of Module |
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The purpose of this module is to act as an exit module for the students. It is industry focussed as industry practitioners will deliver the content of the module. This will allow the students to become more familiar with current broadcast industry professional practice.
One of the most significant developments in the digital environment is the rise of the ‘network society’ in terms of the culture and economy of the Internet. The students will gain an understanding from the industry practitioners of the need for digital broadcasting companies to adjust to the rapidly changing modes of content delivery and increasingly uncertain audience responses.
Central to the student’s learning will be their ability to reflect on their own work experience and the knowledge gained from the industry practitioners especially in terms of their own assumptions about the industry and current models of employability. A field trip to a broadcasting company will form part of the module.
The focus of this module will lead the students to interact with industry professionals and therefore possible future employment pathways.
Key Elements:
<> Input from Industry Practitioners on current practices in Broadcasting
<> Input from UWS Careers Staff
<> Field trip to Broadcasting company
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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.
Show an understanding of models of employability in the current broadcasting industries and identify potential employment opportunities.
L2.
Develop nascent industry contacts and create a professional portfolio to showcase their emerging creative practice including self-reflection identifying skills gaps and self analysis. |
| 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 10.
Demonstrate or work with:
a critical understanding of the principal theories, concepts and principles.
detailed knowledge and understanding in one or more specialism, some of which is informed by or at the forefront of a subject/discipline. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Practise in a range of professional level contexts which include a degree of unpredictability and/or specialism. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise and analyse complex/professional level problems and issues.
Offer professional level insights, interpretations and solutions to problems and issues.
Demonstrate some originality and creativity in dealing with professional level issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Make formal presentations about specialised topics to informed audiences.
Communicate with professional level peers, senior colleagues and specialists.
Use a range of software to support and enhance work at this level. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Work effectively under guidance in a peer relationship with qualified practitioners.
Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes of practices.
F1 Manage and market yourself as a freelancer. How to market yourself and your services including making, following up and maintaining contact with potential clients. How to access work opportunities with production and distribution companies. Ensure the circulation of current and succinct information about your experience, past work, achievements and availability. Seek constructive feedback from relevant people and evaluate so you can identify development needs |
| 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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| Learning and teaching in this module will be focussed on the guest lectures from industry practitioners and the field trip. Lectures and seminars will allow the students to discuss and reflect on the current issues within broadcasting and on the professional practices described in the lectures. The students will critically reflect on their work experience to date. |
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 | 36 |
| Asynchronous Class Activity | 9 |
| Independent Study | 155 |
| 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:
Sharp E. (2009) How To Get A Job In Television. London, A and C Black
Lees N (2012) Give me the Money and I’ll Shoot. Finance Your Factual TV/ Film Project. London, A and C Black
Llewellyn, S (2003) A Career Handbook for TV, Radio, Film, Video and Interactive Media. London Methuen Drama.
The Media Supplement in The Guardian on a Monday
(www.mediaguardian.co.uk )
Trade journal Broadcast weekly magazine for the television and radio industry ( www.broadcastnow.co.uk)
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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 | Paul Tucker |
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| External Examiner | TBC |
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| Accreditation Details | ScreenSkills |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The assessment for this module will be an extended essay of 3,000 words and a professional portfolio with a self-reflective report of 500 words. The essay will discuss the changing modes of content distribution and the changing nature of audience expectations and consumption within television, radio and online delivery. It will show a critical understanding of key influences and research that informs the arguments stated.
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| The portfolio and the self-reflective report should identify the student’s professional skills and evaluate their ability to undertake further developments as an industry practitioner 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
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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