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Programme Specification for Transport, Sustainability and Society MSc

 Recruitment to this programme is currently suspended. Recruitment is expected to recommence in September 2013.

Final award

MSc

Intermediate awards available

PGCert, PGDip, Postgraduate Associate Certificate

UCAS code

N/A

Details of professional body accreditation

This Masters Degree has been Approved by the TPP (Transport Planning Professional) Professional Standards Committee

Relevant QAA Benchmark statements

QAA M-Level Descriptors

Date specification last up-dated

October 2012

Programme content

Most Transport Masters programmes tend to be relatively engineering-focused. There is less available for professionals interested in broader social-scientific questions, such as, what are the cultural, social, and psychological factors shaping individual transport choices and how have these changed over time? What does it mean to think of transport systems as generating and sustaining social inequalities? Why does policy sometimes stay the same despite widespread calls for change, and sometimes change dramatically? How are we going to meet the transport challenges presented by an ageing society? And how can the transport sector meet its CO2 goals?

This is the programme for people who want to discuss these kinds of questions. We will study the theories and evidence that can help us better understand why people do what they do (and what might make people change what they do). It is intended as a professional qualification that will help build a career in transport or related areas - we are applying for accreditation as an ‘approved Masters’ aiding entry for the Transport Planning Professional qualification. The programme is flexible with intermediate awards (Postgraduate Certificate or Associate Certificate, Postgraduate Diploma) so that you can take individual modules or a whole Masters, and study part or full time. There will be the opportunity to take a variety of optional modules, some taught by the core team and others in related fields including Engineering and Sustainability.

There are three core modules. The first covers planning theory, historical and contemporary trends in mobility in the post-war period, the changing political and policy context for transport, and the main challenges facing transport planning. The second gives students a thorough grounding in the sociology of mobility, covering how societies are shaped by the movement of people, goods, and information, and enabling students to critically analyse theories and interventions related to changing travel behaviour.

The third core module, the dissertation module, provides a comprehensive overview of methods used to study transport, from survey data and modelling to innovative qualitative methods being developed by researchers at UEL and elsewhere. Additional students follow two option modules. Specialist modules taught by the core team include a unique module on Cycling in Society, one on comparative mobility regimes (with case studies from other countries), and one on inequalities (by transport mode and between social groups).

MSc Transport, Sustainability and Society at UEL

  • A unique opportunity to study social, political and cultural factors driving transport behaviour.
  • Critical and comparative approach with strong sustainability focus; up-to-date content on walking and cycling.
  • Taught by research active staff team at UEL’s Sustainable Mobilities Research Group.
  • Option modules within the programme focusing on cycling, on comparative policy contexts, and on transport inequalities.
  • Additional options available from other subject areas and programmes.
  • Diverse teaching methods including field trips, practical research workshops, student-led presentations, lectures, seminars, AV material and guest speakers.
  • Modular and flexible programme with part-time study and intermediate qualifications available.
  • Practitioner focused and oriented to a ‘gap in the market’ for transport programmes focused on determinants of travel choice.

Entry requirements

Applicants to the programme should normally hold a first class or second class (2:1 or 2:2) honours degree in a related area including social science, transportation, and engineering. Applicants who are not graduates but who have at least two years relevant research or professional experience may be considered. Eligibility for students without degree-equivalent qualifications will be assessed on the basis of a short essay and statement. Places will be offered to students applying without formal requisite qualifications after this assessment and a successful interview with a member of the programme team. International students may be interviewed by phone or Skype.

In the case of applicants whose first language is not English, then we require IELTS (International English Language Testing System) or equivalent with no skill below 6.0. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes. Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption.

Programme structure

To ensure a flexible access to the programme for students we will run in full and part time mode and accommodate both a September and a February start. Intermediate awards will be available for those completing 30, 60, or 120 credits. In 2012-3 one of the modules will run in block delivery.

Learning environment

Diverse teaching methods including field trips, presentations and workshop sessions, lectures, seminars, AV material and guest speakers. Written material such as lecture notes as well as video and audio podcast material will be available to students via UEL’s Virtual Learning Environment. Students will receive individual supervision to help with the preparation for their coursework.

Assessment

Each module is assessed independently. All modules carry 30 credits except the Research Dissertation, which carries 60 credits. Modules are assessed by coursework which is comprised of essays, analytic reports, presentations and projects.

Relevance to work/profession

The programme is geared to support students seeking or developing a career in transport planning and policy, and with a particular focus on understanding the determinants of travel behaviour and transport policy. The research project may be connected to your existing, professional work – this will be agreed in discussion with the programme tutor. For students not currently working in the area the programme team can help advise you on arranging a dissertation placement if wished, although this is not compulsory.

Dissertation/project work

The independent dissertation is a key part of Masters level education; hence it carries twice the credit rating of other modules. Other modules will include project work as well essays.

Added value

  • We are applying for recognition of the programme as an Approved Masters counting towards the Transport Planning Professional qualification.
  • The staff team include academic experts widely published in the area of sustainable mobilities.
  • The opportunity to study in London where innovative policies such as the Congestion Charge have been implemented.

Your future career

Existing practitioners will be able to develop their career through attaining a relevant professional qualification. Destinations will include transport planning and policy roles with local authorities, consultancies, or NGOs, related areas such as urban planning and policy research more broadly. For those interested in continuing in academia the programme provides strong research grounding for continuing to PhD level.

How we support you

All students will be allocated a personal tutor in additional to support from programme/module leaders. Support includes one-to-one meetings and email and telephone support where needed. Students are encouraged to attend Sustainable Mobilities Research Group events (such as public lectures) and other relevant UEL/LSS events.

Bonus factors

  • Unique M-Level module on Cycling in Society
  • London location
  • Practitioner relevance
  • Research-led teaching

Programme aims and learning outcomes

This programme is designed to give you the opportunity to:

  • Develop advanced professional skills associated with transport planning and policy-making – with a specific focus on the determinants of travel behaviour [MSc, PG Dip and PGCert]
  • Develop an in-depth theoretical understanding of the changing social, economic, political  and cultural factors shaping transport and mobility [MSc, PG Dip and PGCert]
  • Develop an understanding of the methods that may be used to research mobilities and provide evidence supporting the development of transport policy  [MSc]
  • Carry out an independent project in the area of transport/mobilities research, using appropriate methods to collect and analyse data and report on findings [MSc]

What will you learn?

Knowledge

  • Social, cultural, economic and political change in the postwar period in relation to changes in travel behaviour and transport policy [MSc, PG Dip and PGCert].
  • Understanding of travel behaviour as forming part of broader mobility systems [MSc, PG Dip and PGCert].
  • Contemporary transport policy challenges, and how travel behaviour presents challenges for other policy areas [MSc, PG Dip and PGCert].
  • The relationship between evidence/data and the development of transport policy and planning [MSc, PG Dip and PGCert].
  • Key academic debates around transport policy and mobilities, from a range of disciplinary perspectives [MSc, PG Dip and PGCert].
  • The role of laws, regulations and guidance in shaping transport policy [MSc, PG Dip and PGCert].

Thinking skills

  • Ability to apply social theory to transport policy problems [MSc, PG Dip and PGCert].
  • Ability to evaluate and critique the use of qualitative and quantitative data in transport policy-making [MSc, PG Dip and PGCert].
  • Ability, where relevant, to reflect on own professional practice in relation to academic debates in the field [MSc, PG Dip and PGCert].
  • Ability to critique plans and policies drawing upon critical social theory [MSc, PG Dip and PGCert].

Subject-Based Practical skills

  • Ability to design and conduct a research project [MSc].
  • Ability to interpret data [MSc, PG Dip and PGCert].
  • Ability to write reports analysing and critiquing policy [MSc, PG Dip and PGCert].
  • Ability to analyse and develop transport and travel plans [MSc, PG Dip and PGCert].

Skills for life and work (general skills)

  • Ability to communicate effectively both verbally and in writing [MSc, PG Dip and PGCert].
  • Project management skills [MSc, PG Dip and PGCert].
  • Ability to use Office applications and specialist software [MSc, PG Dip and PGCert].
  • Ability to work as part of a team [MSc, PG Dip and PGCert].

The programme structure

All programmes are credit-rated to help you to understand the amount and level of study that is needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).

Credits are assigned to one of 5 levels:

0          equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme

1          equivalent in standard to the first year of a full-time undergraduate degree programme

2          equivalent in standard to the second year of a full-time undergraduate degree programme

3          equivalent in standard to the third year of a full-time undergraduate degree programme

M        equivalent in standard to a Masters degree

Credit rating

The overall credit-rating of this programme is 180 for Masters, 30 for PG Associate Certificate, 60 for PGCert, 120 for PGDip.

Typical duration

The typical duration of this programme is one year full-time or two years part-time.  It is possible to move from full-time to part-time study and vice-versa to accommodate any external factors such as financial constraints or domestic commitments.  Many of our students make use of this flexibility and this may impact on the overall duration of their study period.

How the teaching year is divided

The year is divided into three semesters of roughly equal length (A, B, and C).  A typical student registered in a full-time attendance mode will study two 30 credit modules per semester and a typical student registered in a part-time attendance mode will study one or two modules per semester.  In 2012-3 there will be one module running in block delivery (Cycling in Society, Sem C) and subject to demand the programme team will extend block delivery in the future.

What you will study when

Full-time students must complete 180 credits (includes dissertation) in Year 1; part-time students either complete 60 credits in Year 1 and 120 credits (includes dissertation) in year 2 or 90 credits in Year 1 and 90 credits in Year 2.

The following are the core and optional requirements for this programme:

Level

Module Title

Code

Credit

Status

M

Planning, Mobility, and Sustainability

ISM991

30

Core

M

Mobility, Society, and Culture

ISM992

30

Core

M

Dissertation

ISM993

60

Core

M

Unequal Mobilities

ISM994

30

Option

M

Comparative Mobilities

ISM995

30

Option

M

Cycling in Society

ISM996

30

Option

M

Global Environmental Politics

AIM415

30

Option

M

Sustainability and the Commons

AIM203

30

Option

M

Transportation Engineering

CEM013

30

Option

Schedule by full-or part-time study and by start date:

FULL-time, September start

 

30 credits

30 credits

Sem A

Planning, Mobility, and Sustainability

Unequal Mobilities (or other option)

Sem B

Mobility, Society, and Culture

Comparative Mobilities (or other option) OR Dissertation

Sem C

Dissertation OR Cycling in Society

Dissertation

 

 

 

 

FULL-time, February start

 

30 credits

30 credits

Sem B

Mobility, Society, and Culture

Comparative Mobilities (or other option) OR Dissertation

Sem C

Dissertation OR Cycling in Society

Dissertation

Sem A

Planning, Mobility, and Sustainability

Unequal Mobilities (or other option)

 

PART-time, September start

 

 

Note – students take two option modules; these may be in Sem C (first year), Sem A (second year), or Sem B (third year). Therefore depending on students’ choices, the part-time credit split by year will either be 60 credits / 120 credits or 90 credits / 90 credits.

Year 1

Sem A

Planning, Mobility, and Sustainability

Sem B

Mobility, Society, and Culture

Sem C

Cycling in Society (optional module)

Year 2

Sem A

Unequal Mobilities (or other option)

Sem B

Comparative Mobilities (or other option)

Dissertation

Sem C

Dissertation (continued)

 

PART-time, February start

 

 

Note – students take two option modules; these may be in Sem C (first year), Sem A (second year), or Sem B (third year). Therefore depending on students’ choices, the part-time credit split by year will either be 60 credits / 120 credits or 90 credits / 90 credits.

Year 1

Sem B

Mobility, Society, and Culture

Sem C

Cycling in Society (optional module)

Sem A

Planning, Mobility, and Sustainability

Year 2

Sem B

Comparative Mobilities (or other option)

Dissertation

Sem C

Dissertation (continued)

Sem A

Unequal Mobilities (or other option)

Intermediate Awards

PG Associate Certificate: Students taking 30 credit modules may be awarded an unnamed PG Associate Certificate as per standard UEL procedure.

PG Certificate: Transport, Sustainability and Society. This will be available to students completing 60 credits of programme modules.

PG Diploma: Transport, Sustainability and Society. This will be available to students completing 120 credits from the programme but not the 60 credit dissertation.

Requirements for gaining an award

  • In order to gain a Postgraduate Associate Certificate, you will need to obtain 30 credits at Level M.
  • In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level M.
  • In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level M
  • In order to obtain a Masters, you will need to obtain 180 credits at Level M. These credits will include a 60 credit level M core module of advanced independent research.

Masters Award Classification

Where a student is eligible for an Masters award then the award classification is determined  by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification

70% - 100%

Distinction

60%- 69%

Merit

50% - 59%

Pass

0% - 49%

Not passed

Further information

Contact Rachel Aldred, Programme Leader – R.E.Aldred@uel.ac.uk

Teaching Approach:

Knowledge is developed through

  • lectures
  • seminars
  • workshops
  • tutorials – with academic and personal tutors
  • field visits – and invited guests
  • guided and independent reading and research
  • student-led presentations

Thinking skills are developed through

  • seminars
  • small-group discussions
  • workshops
  • tutorials
  • field visits
  • student-led presentations
  • applying initiative and original thinking in analysis and creation of reports

Practical skills are developed through

  • library and archive research
  • data analysis
  • essay and report writing
  • workshops
  • student-led presentations
  • research seminars
  • independent research dissertations
  • formulating problems and managing learning tasks, carrying out research work with autonomy, discipline and professionalism

Skills for life and work (general skills) are developed through

  • essay and report writing, group presentations, independent research dissertation
  • collaborating in a small group as a leader or participant to solve a specific problem
  • presentations of reports of seminar research and group presentations
  • defining the parameters of a problem, researching it autonomously and managing the research process
  • Undertaking research within an organisation (optional but encouraged)

Assessment approach:

Knowledge is assessed by

  • essays
  • reports
  • formative presentations
  • dissertation project (MSc only)

Thinking skills are assessed by

  • essays
  • reports
  • formative presentations
  • dissertation project (MSc only)

Emphasis is placed upon understanding of topic/s; application of knowledge in making an argument; clarity of arguments; evidence of synthesis and creativity; evidence of independent thought; and originality and distinctiveness of the student's own viewpoint.

Practical skills are assessed by

  • essays
  • reports
  • formative presentations
  • dissertation project (MSc only)

Emphasis is placed upon evidence of systematic preparation; coherent structure and analytic insight in the assessed work; and clarity of expression.

Skills for life and work (general skills) are assessed by

  • essays
  • reports
  • formative presentations
  • the dissertation (MSc only)

Emphasis is placed upon coherence of assessed work and clarity of expression. Students are encouraged to become familiar with various media and visual tools available to develop their work.

How we assure the quality of this programme

Before this programme started

Before this programme started, the following was checked:

  • there would be enough qualified staff to teach the programme;
  • adequate resources would be in place;
  • the overall aims and objectives were appropriate;
  • the content of the programme met national benchmark requirements;
  • the programme met any professional/statutory body requirements;
  • the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning  and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.

How we monitor the quality of this programme

The quality of this programme is monitored each year through evaluating:

  • external examiner reports (considering quality and standards);
  • statistical information (considering issues such as the pass rate);
  • student feedback.

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation.  The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists.  The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions.  The result is a report highlighting good practice and identifying areas where action is needed.

The role of the programme committee

This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff).  The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality.  The programme committee plays a critical role in the quality assurance procedures.

The role of external examiners

The standard of this programme is monitored by at least one external examiner.  External examiners have two primary responsibilities:

  • To ensure the standard of the programme;
  • To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

  • Approving exam papers/assignments;
  • Attending assessment boards;
  • Reviewing samples of student work and moderating marks;
  • Ensuring that regulations are followed;
  • Providing feedback through an annual report that enables us to make improvements for the future.

Listening to the views of students

The following methods for gaining student feedback are used on this programme:

  • Module evaluations
  • Student/staff consultative committee

Students are notified of the action taken through:

  • Circulating the minutes of the committee
  • A newsletter published three times a year, available online
  • Updates from teaching staff

Listening to the views of others

The following methods are used for gaining the views of other interested parties:

  • Questionnaires to former students
  • Annual student satisfaction questionnaire
  • Liaison with professional bodies (TPS, CIHT)

Further information

Further information about this programme is available from:

The UEL web site (http://www.uel.ac.uk/)

The student handbook

Module study guides

UEL Manual of General Regulations http://www.uel.ac.uk/qa/

UEL Quality Manual http://www.uel.ac.uk/qa/

Regulations for the Academic Framework http://www.uel.ac.uk/academicframework/

School web pages (http://www.uel.ac.uk/lss, www.uel.ac.uk/lsstransport)

 

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