PDCHLMDP - PG Diploma Culture, Heritage and Leisure Management
|Highest award||Postgraduate Diploma||Level||Masters|
|Possible interim awards||Postgraduate Certificate|
|Total credits for course||120|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||Guildhall School of Business and Law|
|Subject Area||Business and Management|
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
This programme is aimed at graduates and professionals working in or wishing to enter the Culture, Heritage and Leisure sectors, in roles of management, leadership, analytical, organisational, marketing, and so on. The course is also appropriate to graduates wanting to acquire specialist knowledge to build a career in this or similar industries.
Students studying this programme will be provided with the opportunity to develop an in depth understanding of key functions within the Culture, Heritage and Leisure Management industries, and thus seek higher level employment after graduation. At the same time the course is designed to aid students to develop their potential in their current professional roles, in positions of management and/or leadership within their chosen industry.
The course is designed to appeal to graduates from a broad range of programmes (including but not limited to Events, Tourism, Hospitality, Leisure, International Business, and the like), as well as to those working in, or wishing to make a start at the exciting Culture, Heritage and Leisure sectors. This MSc will also welcome candidates with substantial managerial experience and practitioners within the industry seeking to advance their careers.
The course will be taught through lectures, seminars, tutorials, workshops and practical sessions. Industry talks and guest lecturer visits complement the teaching strategy together with topical case studies and / or business stimulations as appropriate.
Lectures are designed to cover the fundamental issues, concepts and practices pertaining to the course and further enhanced by recommended reading and supplements.
Also, this course is a part of a coherent portfolio within a practitioner subject area and its position within the marketing and enterprise subject area brings together strong business expertise.
Students will take five core modules and select one option. Then they will have the choice to undertake a large piece project allowing in-depth immersion, which can be commercially focused, taking the form of a business consultancy project, a traditional research-based dissertation or undertake an assessed work placement (12 months). Thus the option are, one of the following; Business Consultancy Project, Dissertation or a 24 months’ Work Placement (all subject to availability).
Teaching and learning methods used will help to ensure that students understand the Culture, Heritage and Leisure sectors, both in an academic and also a practical applied decision-making context. To achieve this some of the modules have been designed to incorporate a broad understanding of business such as financial control; strategic planning; project management; public relations (PR), global industry issues and sustainability.
In each case the underlying principle is to utilise, translate and apply appropriate theory, concepts, frameworks, practical and empirical evidence into a realistic Culture, Heritage and Leisure sectors business context. The aim is to enhance learning and critically, link theory with practice and the world of work, which is fundamental for this postgraduate programme.
The teaching and learning methods used reflect on the need to involve students as partners in their learning, academic and professional development. This should help students to become more efficient in acquiring, understanding, interpreting, analysing and synthesising information, and transforming ideas into real work scenarios, as useable knowledge. This principle is also reflected in the requirement that students should critically reflect on their own learning and contextualise it within their current and past work experience and the broader Culture, Heritage and Leisure business context. Students should also be capable of evaluating the performances and work of their peers, to aid group learning.
Employability focus (including attribute development)
When we designed the modules in the MSc Culture, Heritage and Leisure Management, on one hand we considered the integration between practice with theories and learning in the classroom and on the other hand we had our eye on the current trends and the requirement of the job market. Modules cover many aspects of contemporary Heritage, Culture and Leisure including :
- principles of management
- international issues of heritage and culture,
- leisure industries
- environmental awareness and diversity
These are designed to develop your employability horizons in key areas including, for example:
- Programme and/or Project Management
- Culture Management
- Green Space development
- Heritage and Culture Consultancy
- Leisure and Hospitality
- Site Operations
Through an appreciation of individual learning styles and group behaviours students will reflect on their development and the work experience needed to develop a coherent action plan for future success within the industry and the academic environment.
Underpinning the delivery of the course is a strong focus on developing skills essential to effective learning within the academic and commercial environment aid the goal of students to develop, progress or start their career in the sector by providing a rigorous, inclusive, diverse, in-depth, current, focused and relevant learning and teaching environment. It will support the development of skills related to a people facing industry, utilising new technologies and innovation.
To achieve that, we will utilise technology and innovation, in what is a traditionally high people facing industry, to include a highly blended approach as a result of technology. The aim is to be future focused and acknowledge the impact that the covid-19 pandemic had on people facing sectors. Thus we aspire to be prepare students to think globally, analyse under pressure and deliver in non-traditional formats, and under a rapidly changing business environment.
The overall aim of the course is to provide education at Masters’ level that meets the requirements of students and the Culture, Heritage and Leisure industry in the UK and internationally.
We aim to deliver an academically rigorous programme of study, which provides students with the opportunity to study the major disciplines of Culture, Heritage and Leisure and to relate these to professional practices. With this in mind, the programme promotes the use of a range of teaching, learning and assessment methods, which develop the students’ intellectual abilities, self-confidence and ability to study independently.
The course has been devised with reference to the Subject Benchmark Statement, Master's Degrees in Business and Management (QAA, 2015 – refer to section 16 below). The subject specific knowledge and skills, cognitive abilities and non-subject specific skills outlined in the benchmark statement are included in the relevant sections of this document.
To achieve that it combines strong academic principals with professional practices. It seeks to develop specialist skills relevant to the Culture, Heritage and Leisure sectors and the broader Creative Industries sector; enhance the awareness of the international Culture, Heritage and Leisure environment; develop personal attributes such as, awareness of culture and heritage issues, interpersonal skills and the ability to critically understand, evaluate, develop and analyse with confidence, knowledge of key sector issues, initiatives and enterprise.
Furthermore, the course aim is to nurture in students the “ability to take an international perspective including understanding the impact of globalisation on businesses, societies and the environment and the ethical implications” in accordance with the Subject Benchmark Statement, Master's Degrees in Business and Management (QAA, 2015).
The course aims are to:
- Develop graduates with a systematic understanding of the management and other issues and challenges, within Culture, Heritage and Leisure, and the broader Creative Industries sector, as well as, the critical awareness of the changing landscape both within the UK and the global environment.
- Encourage and support, an original and inclusive approach to solving complex issues and problems, and to act independently in the delivery of tasks, both from an academic and a professional perspective, thus supporting independent learning, and the advancement of critical analysis, reflective practices, and continuing professional development principals.
- Provide insights into the strategies employed by the Culture, Heritage and Leisure sectors, and the broader Creative Industries sector, and also explore the influence of entrepreneurial practices, new technologies and globalisation.
- Develop in-depth knowledge and specialised skills, which are necessary to seek employment at, and meaningfully contribute in, the development of the Culture, Heritage and Leisure industries, in the UK and internationally.
- Utilise a comprehensive understanding of techniques applicable to own research into the Culture, Heritage and Leisure, and the broader Creative Industries sector, that challenges and advances scholarship and practices.
- Instil Innovative application of knowledge, and a practical understanding of how established techniques of enquiry are used to create and interpret Culture, Heritage and Leisure management issues.
- Foster a critical and reflective approach to knowledge and learning, allowing students to evaluate information, synthesise ideas and reflect on their own performance and development.
- Aid the development of a range of cognitive and transferable academic, professional, management and leadership skills.
- Promote the view that one need to undertake personal, academic and professional development, to support their own life-long learning, career-building, personal and professional development targets.
Course learning outcomes
The learning outcomes support the university aim that all London Met Graduates will be able to: Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible professionals in their discipline.
The course will equip students with the skills and attributes that will enable them to successfully compete in the complex and challenging world of Culture, Heritage and Leisure Management. It brings together university and School distinctiveness, and multidisciplinary practices.
The University learning outcome that cuts across the entirety of the London Metropolitan University provision is:
On completion of this course, students will be able to: demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible professionals in their discipline (ULO).
University Learning Outcomes (ULO) are reflected in LO1 to LO5 below.
Upon graduating with an MSc Culture, Heritage and Leisure Management students will typically:
- Have the confidence needed to take leadership decisions in challenging situations (LO1).
- Possess extensive communication skills that will help them adopt a global and multicultural perspective in their professional context (LO2).
- Be critically cognisant of the effects of the social and environmental of their decisions and will remain active citizens of the places they live and work (LO3).
- Demonstrate application and ability to reflect on creative thinking to practical problems, and possess the analytical and organizational skills to translate creative ideas to operational solutions (LO4)
- Have extensive knowledge and understanding of the broad range of areas of Culture, Heritage and Leisure Management (LO5).
The course-level learning outcomes were aligned with the Business and Management (2015) QAA Subject Benchmark Statement, which provides a helpful outline of the key skills, competences and abilities which successful graduates will demonstrate in the following areas:
Subject-Specific Practical Skills
LO6: Analyse the degree to which sector has incorporated advances in management and technology and assess the impact that this has had on management and operations.
LO7: Foster a critical awareness of global Culture, Heritage and Leisure Management, in the context of sustainability and socioeconomic impact.
LO8: Appraise various operational and financial related strategies deployed in the sector that are vital to the long-term viability of the industry.
LO9: Critically evaluate industry specific research paradigms, philosophies and methods to propose a detailed research proposal, business consultancy project or reflective placement report by combining knowledge and analysis acquired to develop relevant original research outputs to a high professional standard.
Knowledge and understanding
LO10: Demonstrate specialist knowledge and understanding of the Culture, Heritage and Leisure Management, as well as, the broader Leisure and Creative Industries sector and the internal and external context in which it operates, to evaluate management, marketing and strategic choices and make informed relevant decisions.
LO11: Conduct independent research and use acquired knowledge to analyse and evaluate specific issues surrounding the Culture, Heritage and Leisure Management, as well as, the broader Leisure and Creative Industries sector.
LO12: Demonstrate critical reflection on their own experiences, enabling them to undertake Culture, Heritage and Leisure Management, as well as, the broader Leisure and Creative Industries sector management academic and professional research projects.
Practical/transferable skills including employability
LO13: Demonstrate the qualities and transferable skills necessary for your future career requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable situations; analytical skills, evaluation and synthesis in dealing with a practical business environment challenge.
Principle QAA benchmark statements
The course complies with the latest (Nov 2015) relevant QAA subject standard benchmarks. Which is the Subject Benchmark Statement Master's Degrees in Business and Management, that can be viewed at:
For 20 credit modules there are one or two summative assessments for each module; these may be group or individual and involve the creation of various artefacts including reports, presentations, videos, reflective writing, market and business analysis, personal development planning, case study solutions and a research proposal.
The course adopts the four assessment strategy principles of the School that are developed in the spirit of ESJ. These are:
i) The School is committed to ensuring that each student should not have more than 2 assessment points per 20 credit modules.
ii) We provide balanced forms of assessment, both in terms of its overall volume (measured in terms of assessment points and output required (see Table below)) and the types used.
Indicative Assessment Tariffs
Assessment Points: 1
Assessment Type (weighting): Individual Essay/Resport
Tariff: 3,000 Words
Assessment Points: 2
Assessment Type (weighting): Individual Essay/Resport (60%)/ Exam (40%)
Tariff: 1800/80 minutes
Assessment Points: 1
Assessment Type (weighting): Exam
Tariff: 3.0 hours
Assessment Points: 2
Assessment Type (weighting): Group presentation (20%)/ Individual Report (80%)
Tariff: 20 minutes/1,000 words 20 minutes/ 1,500 words
i) At PGT level group activities are part of the learning and teaching strategies but assessment should be at the level of the individual. Thus, assessment should focus on individual reflections and learning from participating in a group activity.
ii) Flexibility/choice in assessment methods will be introduced wherever possible (subject to PSRB requirements and QAA subject benchmarks) in order to facilitate different learning studies and support personalisation.
Course Assessment Strategy
We will utilise a combination of individual and group collaborative tasks, such as coursework (e.g. reports, essays, case studies, etc.), in-class tests, presentations, portfolios, proposals, leading to the business consultancy project or equivalent.
Thus the range of assessment methods used, is reflective of the diverse backgrounds of our students, and also in response to the needs of industry, the diversity of learning styles, and learning and teaching needs.
To fulfil the requirements of the QAA Quality Code the MSc has a diverse range of assessments, which seek to be appropriately rigorous whilst ensuring effective learning takes place.
The assessment methods are designed to be ‘for learning’ and ‘of learning’ and foster the development of the range of learning outcomes given in Section 11. It is anticipated that the assessment strategy will support the development of effective and responsible Cultural, Heritage and Leisure business practitioners.
Modules provide an opportunity for both formative and summative assessment. The formative elements have been specifically developed to provide assessment for learning, where students are provided developmental feedback so that they have the opportunity to improve their performance. Formative assessment will, where possible, feed directly into the summative component and thus provide an early diagnostic tool, which will offer the opportunity for corrective action.
Priority is given to methods of assessment consistent with giving timely feedback in order that the information can feedforward to future modules and assignments. This may mean that feedback is given for example on drafts, in seminar discussions, or on formative presentations. Feedback may be given in a variety of formats and involve individuals or groups. It is the student’s responsibility, as an independent Masters level learner, to act on feedback given both within and between modules in order to maximise possible achievement.
The assessment weighting for each component is in accordance with the School’s current PG assessment tariffs to ensure the quantity of assessment is appropriate to the level of study. All assessments have been mapped, as much as possible, to limit overlapping and clashing, and there has been a careful balance between group work and individual assignments.
The course (and module) assessment strategy will be reviewed and developed further, in close collaboration with the applicable external examiners, to ensure consistency and academic robustness of the course assessments and standards, as well as a proactive approach to the constantly changing market.
Organised work experience, work based learning, sandwich year or year abroad
Throughout all taught modules we aim to promote industry-based learning opportunities. The course utilises a combination of guest lectures, industry engagement events, topical case studies, business simulation and peer to peer experiences.
Course specific regulations
Set out in line with University regulations.
Please note that for all optional and/or alternative core modules, if there are not sufficient student numbers to make a module viable, the School/University reserves the right to cancel such a module. If the School / University cancels a module, it will use its reasonable endeavours to provide a suitable alternative.
Modules required for interim awards
The course conforms to the regulations of the University Postgraduate Scheme and there are no additional regulations.
This Postgraduate Diploma award requires one to pass in a minimum of 120 credits from 6 x 20 credit modules.
Arrangements for promoting reflective learning and personal development
At the beginning of the Culture, Heritage and Leisure Management MSc programme, students will be invited to attend an induction, which is designed to accelerate integration with university life, check and inform them about some of the key factors in engaging with their PG studies, be confident about the academic work needed, promote active and peer learning, promote networking, ensure clarity of roles and responsibilities, and other such necessary information, skills and processes, which should be set from the outset, to ensure a positive start to students PG learning journey.
One of the aims of the course is to engage students into reflective practitioners in the fields of Culture, Heritage and Leisure Management. As a result, the course is oriented in such a way that students are invited to develop their professional skills adopting the experiential learning approach based on reflective practice.
A portfolio of practice is included in modules in order to capture the experiential learning journey. This reflective process is encouraged as it is essential to understand the key issues and exciting challenges in Culture, Heritage and Leisure Management in order to help enhance their performance as professionals and the way to feed forward to improve and move to the next step.
Core and alternative core modules are designed to give students the opportunity to develop skills in critical evaluation, resilience and cultural awareness, management of new information in the fast-changing environment, reflective learning and continuous personal development. Some of the assignments for example, require students to work in groups to find solutions to problems for the broader Culture, Heritage and Leisure Management sector, locally and globally.
Case study teaching and business simulations will be used for skills development. Links with key industry practices and developments, will provide a flavour of the topical realities, challenges and opportunities.
Modules, including but not limited to, the Dissertation, the Consultancy Project and/or the year-long Placement, will also help students to not only consolidate their learning in an applied manner but in addition to further develop their independent professional thinking, reflective learning, continuous professional development habits, as well as, provide opportunities for critical reflective and peer to peer learning.
Thus, the aim is to aid the development of critical reflective and analytical learning, and continuous professional development habits, throughout the core modules on the MSc, and to make appropriate connections between core, and alternative core modules, further enhanced by linking the students’ learning environment with their own experiential learning, for example through attending and contributing at university events, bringing and sharing their professional knowledge and experiences in the classroom.
Other external links providing expertise and experience
The Leisure Studies Association (LSA)
Career, employability and opportunities for continuing professional development
The course aim is to offer opportunities to pursue career routes in Culture, Heritage and Leisure, as well as the broader Creative Industries sector, both in the UK and internationally
The course is designed for both those already working in the industry (as a career booster) or those seeking to enter the industry or the broader sectors. It provides current and aspiring managers, leaders and high prospect executives with the opportunity to enhance and improve their key competences and/ or develop their knowledge and applicable industry and academic knowhow and skills.
The course also constitutes a step towards specialisation in specific areas of interests and key current issues of the broader Culture, Heritage and Leisure and Creative industries.
Over the years Culture, Heritage and Leisure, has witnessed significant changes. London is one example, of those mega cities, which has thrived appealing to local, national and international culture, heritage and leisure seekers. Despite a new shift in response to Covid-19 there will be renewed career opportunities in the home market and internationally, and new opportunities borne out of the pandemic. Thus, as the world around us changes at a rapid pace there will be new and exciting career that our students will be well positioned to pursue.
Notwithstanding current challenges, London as one of the leading global Cultural, Heritage and Leisure hubs, has consistently offered a plethora of roles in this sector. From entry level jobs, such as event assistant, to creative director level career opportunities, in a wide range of organisations. Also, there are relatively new roles, often defined as blended, looking after people, leisure, heritage and culture. Recruitment in this sector is buoyant and roles are advertised direct and through recruitment agencies.
Thus, post-graduation, students will be equipped to enter the sector at an appropriate level with skills and knowledge to pursue executive and management roles. Some examples of London based employers of Heritage, Culture and Leisure managers, as well as, some possible key global destinations to seek employment include:
- Royal Palaces and Parks
- Tower of London
- Museum of London
- Natural History Museum
- Imperial War Museum
- Museum of Brands and Packaging
- Design Museum
- The British Museum
- Wellcome Trust
- Saachi Gallery
- National Trust
- English Heritage
- The Trussell Trust
- Chessington World of Adventure
- Harry Potter Experiences
- Local Governments, tourism offices and universities
- Themed Leisure sector
Other key global cultural, heritage and leisure hubs and employability related locations include: Amsterdam, Athens, Brussels, Dubai, Hong Kong, Moscow, Mexico City, Buenos Aires, Rio de Janeiro, Istanbul, Cairo, Los Angeles, Melbourne, Montreal, New York, Paris, Rome, Madrid, San Francisco, Seoul, Shanghai, Shenzhen, Singapore, Stockholm, Berlin, Vienna, Sydney, Taipei, Tokyo, Toronto, New Delhi, Hanoi, Manila, Jakarta, Bangkok, St Petersburg.
Moreover, successful graduates might choose to progress onto further studies by pursuing Doctorate level research, work for local or national governmental organisation and/or charities, becoming industry consultants, or seek employment in the private economy within Cultural, Heritage and Leisure and the broader Creative Industries sector.
By the end of the course, students will have developed their employability, self-awareness and practical, transferable professional skills that will enhance their career prospects. Engagement with the key relevant university training and events will be a vital aiding factor.
GSBL has professional link with the Association of British Professional Conference Organisers (ABPCO), the Association for Events Management Education (AEME), the Tourism Management Institute (TMI), the Association for Tourism and Leisure Education and Research (ATLAS), The Chartered Institute of Management (CMI), offering opportunities to explore further careers possibilities and proactively engage in networking.
Furthermore, students and alumni benefit from the careers and advice services offered by the university, supported through careers workshops, planning sessions, and other such events, including from established industry partner organisations. This is to “develop and enhance a range of general transferable skills and attributes, which, while being highly appropriate to a career in business, are not restricted to this” (QAA 2015, SBS).
Official use and codes
|Approved to run from||2021/22||Specification version||1||Specification status||Validated|
|Original validation date||29 Jul 2021||Last validation date||29 Jul 2021|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
Stage 1 Level 07 September start Not currently offered
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|LT7111||Global Issues in Culture and Heritage Management||Core||20|
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